1

INTRODUCTION
Creative teaching is an art. It is not only about knowing the subject matter. It
also means making an environment that will make learning happen. In such an
environment, the potentials of young children gradually unfold. They develop their
mental skills and form values and attitudes.
This book "Teaching Strategies in Social Sciences" and the "Arts for Elementary
Grades" is all about the art of teaching young children. It discusses alternative
approaches in teaching grade school pupils. It discusses the fundamental principles
of History Geography, Culture and Civics, Arts Appreciation and gives suggestions
how to teach them.
Every chapter is provided with an exercise at the end. This will help the user
check on his or her understanding or the chapter.
Developing one's teaching competence is an exciting experience tor
students of teacher education. The authors hope that this book can help future
teachers become more creative, so that they can truly draw out the best in every
pupil that will come their way.
 2

INSTRUCTIONS FOR THIS COURSE

Student must have a Schoology account. All activities including the updates or informations shall be posted in
Schoology and any class interactions will be done in the said platform.
1. Download the app “Schoology” in the app store.
2. Sign up as a student at https://app.schoology.com/register.php?type=student

3. Use the access code: 22S6-NZDF-79MWF, and click continue

4. Fill in required info, and tick on the check box for the terms of use.

5. Click Register.

The assessment labeled as Understanding Vocabulary and Understanding Concept that follows after each chapter
shall be submitted at every end of the month or upon the agreed date during the class proper.
All outputs are required to be in a document file and shall be submitted through the Schoology using the Gmail
account.
 3

INSTRUCTIONS FOR THIS COURSE

FORMAT OF PAPERS (This is followed in any requirement that will be submitted in class)

1. PAPER: A4 bond paper

2. ORIENTATION: Portrait (It would only be in landscape if specified in the instructions)
3. MARGIN: 1” margin – top, bottom, left, right
4. FONT: Arial #12
5. SPACING: Double space, but no extra space between paragraphs
6. TOP OF THE FIRST PAGE: On the top of the first page should always be:
FAMILY NAME, FIRST NAME, DATE
SUBJECT AND SECTION (if there are two or more names, always arrange them alphabetically)
7. PAGE NUMBERS: Always have page numbers, unless the assigned paper has only one page.
8. CITATION: Use APA format for citations.
9. REFERENCE: The “Reference” will always be on a separate paper or papers.
10. SUBMISSION: Papers having 2-15 pages to be submitted should be fastened together; papers having more than
16 pages should be soft bounded.
 4

TABLE OF CONTENT
Topics Pages
Chapter 1: Disciplinary Foundations of History and Civics 7
Chapter 2: Disciplinary Foundations of Geography 19
Chapter 3: Disciplinary Foundation of Arts and Music 27
Chapter 4: Developing Pupils’ Skills to Ask Questions 34

Chapter 5: Developing Skill to Find Meaningful Relationships 44

Chapter 6: Preparing Children to Solve Problems 49
Chapter 7: Teaching by Conceptual Approach 56

Chapter 8: Cooperative Learning

Chapter 9: Evaluating Pupil’s Perofrmance

Chapter 10: Teaching in the Classroom

 5
PROGRAM GRADUATE

MCLO1:

MCLO2:

MCLO3:
ATTRIBUTES (Applicable PROGRAM GRADUATE OUTCOMES (Applicable to the Course):
to the Course):
AWARENESS Understand the standards, objectives, subject matter, and materials of elementary social studies instruction.   
SOCIAL RESPONSIBILITY Evaluate the importance of social studies and its purpose in primary educational environments.   

COURSE LEARNING OUTCOMES

ATTRIBUTES OUTCOMES INDICATORS DUE DATE
REFLECTIVEU MCLO1: Identify and implement effective instructional September 2, 2020
Lesson Plan
NDERSTANDIN strategies for teaching concepts, skills, and attitudes in Docx format not exceeding100MB
G (K) the elementary classroom (Schoology)

MCLO2: Explain and implement the role of inquiry,

INTUITIVE
concepts, Big Ideas and Essential Questions in social
REASONING(S) December 2, 2020
studies curriculum units. Demo-Teaching Video (mp4), files not exceeding100MB each file

RATIONALISTI MCLO3: Exhibit the ability to use the various tools and
C (A) strategies in teaching.
 6

MODULE LEARNING OUTCOMES:

At the end of this module, the students must be able to:
1. Determine the significance of teaching history to grade school pupils.
2. Evaluate the skills developed through the teaching of civics and culture.
4. Elaborate the five examples of social skills.
5. List the reason why children should study geography.
6. Recognize the importance of using maps in the teaching of geography.
7. Understand teaching with sound philosophy.
8. Construct examples of developmental and divergent questions in class.
 Pre-lim

CHAPTER 1: DISCIPLINARY FOUNDATIONS 7

OF HISTORY AND CIVICS

DISCIPLINARY FOUNDATIONS OF HISTORY AND CIVICS
The Social Sciences are a great source of knowledge about man. The insights they
offer provide the children with knowledge and skills to socialize with the people around them,
thereby making it easier on their part to adjust to their environment. The lessons made
available through the Social Sciences serve as excellent sources of inspiration for the young
children to take important active roles in their society. Through these lessons, children find
heroes to emulate, heroic acts to replicate, and models of ideal characters.
HISTORY
A beautiful way of presenting to children stories of great men and women that can
inspire them is through the subject of HISTORY. History presents to the pupils an analysis of
events in a chronological and simple fashion.
 8

As a subject, history may be described in several ways. First, it is almost always not exact.
There are many controversies Over which even historians themselves need to agree. They need to
agree on the interpretation of events, exactness of dates, motives of people, and a lot of other
things. In teaching history, therefore, the teacher should not present it as something absolutely
correct. He or she should provide for the possibility that other facts which could change the picture
of the event being discussed may be obtained in the future. In which case, the pupils should be
prepared for such possible changes.
Because history is not absolute, then, its interpretation may vary from time to time or from
place to place, depending on who is the person looking at it. Filipinos may look at Philippine history
differently from the Spaniards or Americans. Arabians may look at the Desert Storm differently from
the Iraquis. This being so, the teacher should be readily sensitive to the possibility of varying
interpretations. Though how imperfect history can be, it still offers the pupils a series of case stories
that can help them understand current events and situations. For instance, through history, the pupils
are able to understand why there are many Chinese in the Philippines today: and, why the Filipino
culture is greatly influenced by Spanish culture. Many questions of the pupils which involve many
complex situations today can very well be answered by the simple presentation of history. The story
of the importance of the Pasig River in the trading activities of the ancient Manilans can give the
pupils an understanding of its importance today. As the children realize how the river provided food,
water, and transportation to the poor people of Manila, then they will understand the difficult
struggle to clean it once more. Perhaps, as they grow older, such early understanding could lead
them to participate in the effort to clean the Pasig River once more.
 9
History is also a science. As such, it is a body of organized knowledge- a chronological record of
the significant events of the past that, have a remarkable bearing on the present. In presenting this body of
knowledge, the teacher may employ different ways.
The lesson may be presented in such a way that the teacher utilizes the other disciplines of the
social sciences. For instance, the field of anthropology may be utilized in presenting the story of the ancient
Filipinos. At the same time, the discipline of sociology can be of help in understanding the ancient Filipino
family. Geography can be utilized to help pupils understand why the early Filipinos behave the way they do
as a result of their physical characteristics of the Philippine archipelago.
On the other hand, the teacher may opt to present the facts of history in a narrative manner for
the students to readily remember the chronology of events. Specially in the lower grades, the teacher can
capitalize on the strength of the rote memory of children. Depending on the capacity of the pupils, the
teacher may present history in an analytical manner, not simply emphasizing the chronology of events but
more so the interpretation of these events. This can create a strong impact on the pupils' young minds. Early
enough, the children will be given an opportunity to see patterns of development, relationship of events in
history causes and effects of national movements. They will then become conscious of the process which a
group of people grow and develop and how history is shaped.
Since the immediate world of the grade school pupil is his family, the teacher may tea history by
first orienting the pupils with the history of their family, then their clan, or their tow Then, it will be easier for
them to understand the presentation of Philippines history which has a wider scope.
In as much as history is value-laden, the teacher may choose to present history with emphasis on the values
it brings to the pupils. The values of patriotism, nationalism, service and courage are just a few of the values
that can be emphasized in class. The content of the subject thus, becomes a means to inculcate in the
young minds of the pupils values which they can depend on later in life.
 10
Content of History as a Subject
As a subject, history focuses on the significance of the following:
1. Persons. Persons are the key players in shaping history. Their acts can be sources of inspiration for the
pupils. They can serve as models for them. Their failures and Successes can provide tremendous lessons
for the pupils.
2. Time. Time is an essential concept of history. If time is lost in the discussion, history will lose its essence. The
concept of time situates the event in its proper perspective in the continuum of events. It necessarily
shows the progression of events, thus, creating understanding of how events developed one after the
other.
3. Chronology. This concept is essential to the concept of time in history. More than time. chronology puts
orders to series of events. One event alone does not create chronology. Chronology requires discussing
the events in the order of their occurrence in time. Without out this, history loses its meaning.
4. Place. The location of the event is equally important. Events do not happen in a vacuum, and persons
do not exist in the mind only. These realities have to exist somewhere.
5. Value of Events. By virtue of the fact that events are recorded in history, there must be significance in
them. The behavior of great men and women, their decisions, the thoughts they produced must have
affected the lives of a great number of people. Recorded events must have affected significantly the
nation's growth and development or must have caused great concern or changes to the nations
around the world; thus, they are given due attention by historians. Because of their value historian
analyze them and put on record the effects they register in the lives of the people.
6. Sources of Data. The reliability of the sources of the historian's data is important in the reliability of
recorded history. Because the classroom teacher is dependent on the historians records, the teacher
must be aware of the historian's sources of information, whether the sources are primary or secondary.
Primary sources are first-hand information and are always the best sources of information. Secondary
sources, on the other hand, are also rich sources of information. Textbooks are among these. A creative
teacher, therefore, can use several sources or books in teaching history.
 11
Structural Components of Time in History
In order to facilitate the understanding of history, historians divide it into periods. Although such
division is not absolute in the sense that they do not represent the exact limits of each time, they serve as
effective guides in the discussion of history.
The following are the periods in history:
1. Prehistoric. It is the period for which no written record is available. History Is heavily is heavily dependent
on archeology and anthropology for the discussion of this period. For example, there are no written
records concerning the foreign relations of the Philıppines before the coming of the Spaniards. Yet, it is
common knowledge that many Asian countries have been in contact with the early inhabitants. Data
on these are based on the artifacts and fossils derived from archeological findings.
2. Historic. This is the period for which written records are already available. Data regarding this period are
derived from primary and secondary sources. This period has been divided into.
2.1. Ancient Times. This is the period which is characterized by the emergence of great civilizations in the East
and in the West. The civilizations which emerged in the East and which are given great importance are those
which emerged in the river valleys, namely, the civilizations in the Nile River Valley, Hindus River Valley, Yellow
River Valley, and the Tigris-Euphrates River Valley. On the other hand, the West gave birth to the great
civilizations of Greece and Rome. Each of these civilizations gave rise to political, social, and philosophical
thoughts and structures that greatly influenced their neighbors.
2.2. The Dark Ages in Europe and the Byzantine Empire. This is the period characterized by the Barbarian
invasion and cultural stagnation in Europe. It started with the fall of Rome and is coupled with rise of the
Byzantine Empire in the East followed by the emergence of the Muslim power.
2.3. The Medieval Ages. This period is also known as the Middle Ages and the Age of Faith. As such it is
characterized by the emergence of the power of the church and its tremendous effect on the historical
development of the nations in Europe.
 12

During this period, feudalism was institutionalized. There was growth in the number of towns and cities.
Merchant guilds were organized and crusade movements were born. This was coupled with the
emergence of the Ottoman Turks in the East.
2.4. The Age of the Renaissance. For this period, emphasis is given to the great political, cultural,
intellectual and scientific revolutions of the time. If faith was the greatest influence during the Middle
Ages, humanism became the greatest spirit which influenced the period of the Renaissance. This Age
also gave birth to the religious upheavals in Europe, giving way to the periods of Reformation and
Counter-reformation.
2.5. The Age of Exploration, Discovery, and Expansion. This age was brought about by the powerful
inventions of the previous Age. Stories of the adventures of explorers stirred the European interest for
wealth beyond their horizons. The conquest of new lands in the various continents of the world marked
this period.
2.6. The Contemporary Time. This period features the rise of modern nationalism, the shift from the old
to the new political, social, and economic thoughts which shaped the history of the 19th century. This
period witnessed the birth of new nations, the wars which shocked them.
The discussion of the Contemporary times also takes into account the events of the recent past
like the efforts of the United Nations to preserve peace, the formation of blocs of nations, the influence of
the Middle East countries in the economic development of nations, the emergence of the Asian countries
and their tiger economies. It can easily be observed that the periodization of history has been centered on
the development of the West. The rapid development of the countries in the West enabled their people to
exercise great influence on the history of other nations in the world. The third millennium may be a different
case. Since the periodization of history was created only for convenience, the teacher of history can create
adjustments in this periodization for the benefit of the pupils. Philippine history may be divided into Pre-
hispanic, Hispanic, American, The Common- wealth and the rise of an independent Philippine Republic.
 13
Since there are many factors that affect the writing of history, the teacher must be conscious of
the possible subjectivity of the written history. The teacher should always bear in mind that he or she may
unconsciously communicate the bias of the historian to the pupils or in greater probability, his or her own
bias. Objectivity should always be the basis for teaching history, thus, care should be taken in this
connection.
The Goal of History Teaching History
Teaching is always meant to relate the present to the past, for it is through the understanding of
the past that one develops a grasp of the current events and, thus, make wise decision for the future.
History teaching is also meant to provide models and inspiration for the pupils. Great men and women who
personify bravery, nationalism, courage patriotism and other desirable values are so many in the books of
history. Their lives can serve as patterns worth emulating Finally, history teaching aims to develop among the
children knowledge and skills, as well as values and attitudes which will enable them to become worthy
members of their community and good citizens of the country.
CIVICS AND CULTURE
Children at early age can be oriented towards social responsibility through citizenship l
education. This kind of education provides the pupils with the opportunities to develop awareness or the
social realities in the environment and gradually commit themselves to the common good as they grow
older and a they deepen their understanding of the nature of the society where they belong. Two
important disciplines which have tremendous impact on the social understanding or the pupil are Civics
and Culture. Civics, which is a form of citizenship education deals with the processes in society; the rules for
living peacefully in the community. Culture deals with the way of life of the people.
Grade school pupils should be familiar with their environment so that they can successfully
interact with the people around them, enabling them to become productive citizens. This tasks is now
becoming more complex considering the fact that a new global community is emerging. 1hus, the school
should prepare the young not only for a role in the local community but for a role in a larger global village.
 14
The study of Civics and Culture can provide for the understanding of the following concepts:
1. Family. This is the first group to which the individual belongs. It is there where the individual experiences
many first encounters such as first relationships; encounter with the rules of membership, first
acceptance or rejection, etc. The family life of the individual determines, to a large extent, the
individual's community life. It is, thus, the foundation of every community, of every society. This being so,
the pupils should be made to understand the importance of their families to themselves and to the
community.
2. Social Responsibilities. Every member of the community is expected to contribute to the achievement
of the common good. Students should understand that their behavior in the community affects others,
too.
3. Rights. Every person has a right. There are basic human rights the right to Iife, to freedom of expression,
to freedom of religion, to own property, etc. These rights are never absolute and are always
accompanied by responsibilities. Students should be taught their rights and also to respect the rights of
others. This includes, among others, respect for the right of the unborn child, the rights of women, and
the rights of the handicapped.
4. Needs. Everyone has basic needs. These are food, clothing, and shelter. It is the responsibility of the
community to ensure that these basic needs are responded to. Thus, the community makes economic
structures and activities that will help people address these needs.
5. Leadership. Every group needs a leader. This creates the need for a political structure in the community.
This is the structure that will set the rules to maintain peace and order so that the members of the
community can do their activities. Through this structure, the community will hopefully achieve its
common goal.
6. Social group. Every person belongs to a social group; to their family, group of friends, organizations and
associations. People in the community are classified into classes. Some are in the higher class, some are
in the middle and some are in the lower class. The lives of the people in society are affected by the
group or class where they belong.
 15

7. Religion. People have their own religious beliefs. They group together to form their own churches.
Religion plays an important role in the life of the person and the community. Religion affects the
behavior of a person and of the community. It creates a pattern of behavior for the members of
the community. As such, it is an important factor in the development of peoples' history.
8. Culture and Cultural Diversity. Culture is a shared behavior of the people in the com- munity. It is a
way of living. It varies from one group to another because of the many factors that affect its
development. Respect for the culture of others is important particularly so today, with the
emergence of a global community where a meeting of the various cultures is inevitable.
9. Development. Every person and every country wants to achieve development. Development is
the concrete economic growth of the country expressed in gross national income. In the
elementary level, a simplified way of defining and describing development may be presented. At
least, the pupils should understand the indicators of development in terms of social and
economic changes among the people.
Skill Development
Civics and Culture provide for the development of social skills among the pupils. Among these skills
are the following:
1. Decision-making. Imagine a person who cannot make a decision, or a group who can- not
come up with a consensus. Such situations are disastrous- they are prepared to make serious
decisions when the time comes to the individual and to the group. Decision- making is a skill that
can be developed early enough among the pupils so that they are prepared make serious
decisions when the time comes. This skill is developed by exposing the children to various
situations involving decision-making in the home, among friends, in the community.
 16

They should be given the chance to make good choices. For instance they may be given a
chance to choose their own leaders, to express their side on some real class or life situations, to make
decisions on some theoretical situations.
2. Coping with Crisis. There are many crises which affect even the children. Therefore, they should
be prepared for these, too. Their innocence make them victims of these crises. According to
Schickedanz, et, al ( Schickedanz : 1990) Some potential experiences can be prepared for, at
least to a degree, by using a technique called crisis proofing. Crisis proofing seeks to arm the child
against a crisis by providing a mild, diluted form of experience before a serious crisis occurs. One
example of such advance crisis proofing is having an ambulance visit a school so that the
children can see what is inside When the children are prepared, they experience less anxiety
during the crisis itself.
3. Socializing. When the children understand their environment, they tend to accept it more and
are able to relate within it better. The socialization skill enables the pupils to relate with the people
around them, participate better in activities requiring group effort.
Values
Civics and Culture are power tools in values formation among the children. As they study
the way of life in their own local environment and those of others, they necessarily become exposed
to the values and value systems of peoples. The content and the processes involved in studying the
way of life of the people provide the pupils with opportunities for the formation or individual and
group values.
 17

EXERCISE 1
I.
Answer the following questions briefly:

1. Explain the significance of teaching history to grade school pupils.

2. Explain the skills developed through the teaching of civics and culture.

II.
Read: History of Teaching
https://classroom.synonym.com/were-purpose-american-education-system-8052005.html
Make a timeline showing the chronological events in the history of teaching.
18
CHAPTER 2: DISCIPLINARY FOUNDATIONS 19

OF GEOGRAPHY
Introduction
Innovations in information technology have shrunk the world. Through the use of
World Wide Web, any one can access information from different corners of the earth.
These voluminous information helps people understand one another and possibly share
in the fruits of the emerging new global order. All this information becomes even more
meaningful and useful as one takes them in the context of their physical environment.
particularly geography. Young children will be particularly interested to know where the
story of Moby Dick was said to have happened, or why the shepherds in Bethlehem
were dressed the way they were in the story of the nativity. The children will understand
better why the troop of Magellan was defeated by the troop of Lapu- Lapu despite the
fact that the first were far better armed. In other words, events do not happen nor things
come to be in a vacuum. Everything happens in the context of a place and, that is why
people are so interested about places-their location, direction, and characteristics.
Geography is the study that provides all these. Geography has been playing an
important role in the rise and fall of nations, In the struggle of various peoples for their
survival, and in the development of unity among them.
 20

The Nature of Geography

A very popular description of geography is that it is the study of the earth's surface. As such, it
covers the understanding of the relationship of man with his physical environment. It deals with
understanding of the landforms, directions, climate, population, soil, and activities of the people in the
context of their physical environment.
Geography is generally classified into two categories; namely, physical geography and human
geography. Physical geography includes the following studies:
Geomorphology. This discipline deals with the study of the landforms; the relief features of the earth and its
evolution; thus, closely relating to geology. Children will therefore study rivers, lakes, seas, oceans, valleys,
plains, mountains, to name a few.
Biogeography (Ecogeography). This discipline deals with the study of the plant and animal distribution. As it
deals with the plants and animals in the continuum of life on the earth's surtace, it necessarily relates to
ecology which deals with habitat.
Climatology. This discipline deals with the study of climates and weather, the changes in them and the
processes resulting in such changes. Children will thus, be exposed to the study of the seasons, typhoons,
climatic changes, etc.
On the other hand, human geography may be subdivided into:
Cultural geography which studies population distribution and its changing pattern;
Economic geography which deals with the analysis of the economic activities of man in relation to his
environment;
Political geography which deals with the projections of the political boundaries of coun- tries, their
changes, and the reasons for such changes, and
Urban geography which deals with the growth of towns and cities.
 21

In all these subdivisions of geography, the pupils will realize the relationship between man
and his physical environment. They get to know how people live in different places and how they are
able to survive in their particular habitats.
While geography brings together natural sciences, as it seeks to explain the wonders and
beauty of the surface of the earth and the life patterns on it, geography remains a distinct science in
itself. The outcome of its study should really be an understanding of man’s contact with nature. Its
influence should, thus, be more practical and social. Such influence should make the children feel
comfortable in their environment, knowing how to address challenges brought about by them.
Therefore, the children of Kalayaan Island in Batanes should be able to appreciate the beauty of
their environment and at the same time accept and address the challenges o storms, bi1g waves
and isolation from the mainland. As they understand their environment, children of Kalayaan will be
able to relate well with their environment.
Fundamental Concepts
Teaching geography among the grade school pupils requires a simple but precise
discussion of some basic concepts. Presenting these concepts in concrete forms will help students
grasp the essence of geography. Some concepts oft physical geography include among others,
space, time, location, direction, landforms, altitude, latitude, boundaries, etc. Human geography
includes concepts of adaptation, ecology. culture, population density, migration, urbanization, etc.
All these subject matter contents should be presented in a spiraling continuum so that young
children come face to face with simple concepts first, preparing them for more complex ones.
 22
Significance of Geography
The father of Celso was going to work abroad. His father was hired by an engineering firm in
Kuwait. Celso asked his mother where Kuwait is. Unfortunately, his mother did not know.
Today, many Filipinos, like the father of Celso, are abroad as migrant workers. For them and their
families. geography is important. It is important for the Filipino workers to know where they are going; and
what kind of people live in the place of their destination. The study of geography is significant to all, not only
to the Filipino migrant workers. It1s significant because of the following:
1. It provides people with location and direction. Many people travel for different reasons. Some travel to
work. Others travel for pleasure; and still others travel to study or to attend a conference. They all want
to know where they are heading for, and what awaits them in their place of destination. Geography will
tell them the shortest way to the place, what to expect, and which direction to go.
2. It prepares travelers. Because geography provides information about the place and the people,
travelers will be able to prepare the proper clothes to bring, consider the things they will need to
protect themselves, and decide on the best time of the year to travel They can anticipate things and
consequently prepare themselves.
3. It helps people understand one another. AS one becomes familiar with the geography of a place one
gets to understand the lifestyle of it's people. One becomes tolerant of other people's ways and
appreciate their positive character. For example, a child who is familiar with the geography of the
Mountain Province will understand why the Ifugaos made the rice terraces.
4. It helps leaders make decisions. Leaders who know how to use geography will be able to make wise
decisions. For example, the leaders will know what infrastructure projects will be best for a particular
region. They will be able to come up With projects that are suited to the characteristics of the place. In
effect, they can use the place's geographic features to the best advantage of the people.
 23

5. It is important to determine the economic development of a nation. Knowledge of the physical

features and natural resources of a place is significant to investors. For example, mineral deposits
are extremely important to them. The location of their business enterprise is also of great value.
Entrepreneurs make many decisions based on geographical data. For example, settlements
along rivers (like those of the early Filipinos along the Pasig River), tend to develop faster because
of their accessibility to traders and travelers. The strategic location of a place and its natural
resources make it truly attractive to investors.
Tools in the Study of Geography
The earth's surface is reflected in three tools which make the study of its surface easy,
namely, maps, globes, and atlases.
Maps. Maps are flat projections of the earth 's surface. Since all the information regarding a place or
locality cannot be contained in just one map, different kinds of maps have developed. These are the
following:
Political Map. This map shows the boundaries of governmental units or territories.
Topographic Map. This map shows the landforms of a given area.
Cadastral Map. This map shows ownership of parcels of land.
 24

EXERCISE 2
I.
Answer the following questions briefly:

1. Give at least 3 reasons why children should study geography. Explain each.
2. Explain the 5 significance of geography by giving each a situation or scenario.

II.
Watch: https://www.youtube.com/watch?v=pd-AEhQ2xCE
Construct a map of your local place with symbols and legends.

Read: pages 14-20

https://www.researchgate.net/publication/265845225_What_does_geography_contribute_to_the_educatio
n_of_young_Australians
Make a reflection paper about the importance of geography and its relationship with education.
25
26
CHAPTER 3: DISCIPLINARY FOUNDATION 27

OF ARTS AND MUSIC

Teaching Arts and Music without a sound philosophy is like sailing a ship without a rudder. In order
to achieve the aims of arts and music educators, they should nave a sound philosophy to encourage and
inspire them. A sound philosophy gives and directs all educational pursuits. It is an important source of
principles and helps them to know why arts and music should be taught in school. The music education's
philosophy is based on aesthetics, aside from that, the nation's concern about values education, and the
development of a sense of nationalism should be given special consideration in teaching these subjects.
According to Leonard & House the following forms the basic tenets of our philosophy of Music
Education:
1. Every child must be given the opportunity to develop his aesthetic potential to the highest possible
level through expressive experience with music, including vocal and instrumental performances,
listening to compositions appropriate to his develop- mental level.
2. The music education program should be primarily aesthetic education.
3. The only sound basis for music education is the development of the natural responsiveness that all
human beings possess.
4. Every person has the need to transform experience symbolically and the capacity for symbolic
experience with music.
5. Music attains significance only through its expressive appeal and all work with music must be carried
with full cognisance of its expressive appeal.
 28
6. Music education should be cosmopolitan, employing all kinds of music and giving recognition to the
value of all kinds of musi1c.
7. While no type of music can be ignored in the music program, major attention should be given to
provide musical experience that is educative in that it leads to an aesthetic response to great music, to
the clarification of musical values and to the development of musical independence.
8. All instructional material should be musical material of the highest possible quality: all teaching should
have as its primary objective the illumination of the art of music and should emphasize musical values
and not extra-musical values.
9. Through extensive experience with music, certain instrumental values accrue. These include the
development of resources for the worth while use of leisure time, the opportunity to participate with
peers in a worthwhile group endeavor and the opportunity to discover unusual talent.
10. Since the appeal of music is to the life of feeling, every musical experience must be a feelingful
experience.
The pupils' taste for art and music is developed by the quality of art and music he 1s exposed to
and by the quality of his experiences. Thus the aesthetic art and music education should be geared toward
helping the pupils develop a sensitivity and understanding of art and music. Life becomes meaningful
through aesthetic experiences.
Music deserves a place in the curriculum because of the important contribution it makes to the
development of the pupils. Music education has intrinsic and extrinsic values. Aside from the inherent values
of music, the extra musical values such as psychological, ethical, social and emotional values should also
be given emphasis.
Herman, a very prominent Music Educator, identified the following intrinsic and extrinsic values of
music.
 29

1. Music is a significant learning experience. Listening to music, moving to music,, creating music and enjoying music provide
valuable experience activities.
2. Music provides pleasurable experiences. Music must be enjoyed. Pupils must be given a chance to appreciate music. They should
be encouraged to participate in school singing, in playing instruments and choral contests where they can find enjoyment.
3. Music is rich in emotional values. One of the great appeals of music is its impact on the emotions. It gives the pupils the
opportunity to express themselves.
4. Music provides opportunities fro creative - expression. There are many opportunities in music for creative expression. Music is a
process of recreation. All musical activities singing. playing musical instruments, listening, or moving rhythmically offer opportunities
for creative expression.
5. Music requires self-discipline. The music performance demands a lot from the performer. He has to spend hours and hours of
practice to make his performance a satisfying one. Also the demands or accurate and fine interpretation of musical pieces
require excellent co ordination or the performer's mental and physical powers.
6. Music promotes self-development Music gives opportunities to explore and develop a person's abilities. Pupils should be given a
chance to develop their potentials to the maximum.
7. Music is a vital social force. Musical activities develop the social aspect of life. By the very nature of music, it is a social art. Pupils
become a part of a group. They learn to cooperate with others. They develop a feeling of belonging and learn group
responsibility.
8. Music enriches and supports other learning. Music can do much to intensify learning in other areas (particularly in civics and
culture). Music can be used as a background for poetry reading. Singing songs about nature or a character in history, are
activities that intensify the learning process about nature and history.
9. Music offers a change-of-pace in classroom activities. One of the great values of music in the classroom is the opportunity that
mu- sic affords to add variety to daily classroom activities. The pupils are given a chance to relax after having a very strenuous
hour of problem-Solving.
10. Music is important not only in the "here-and-now but also in the future. Music experiences not only enrich the present but also
provide enrichment for the future through developing proper attitudes toward music.
11. Music helps in developing nationalism.
 30

12. Music provides a relaxing recreational activity and it is a really safe satisfying and profitable
activity.
13. Music promotes international friendship and understanding. Music has a way of communicating
thoughts and ideas. It is an important tool for developing international friendship through better
understanding.
Different Musical Concepts
The actual development of concepts of relatedness among the elements of music must
involve perception, identification by name and differentiation and comparison among the elements
that are interrelated. If the learning experiences are to be appropriate to the learning outcomes they
are intended to support.
Concepts About Rhythm
Music always involves rhythm.
Music contains and endless variety of rhythm patterns consisting of groupings of longer or
shorter sounds or Silences.
Rhythm usually has a recurring pulse or beat within it.
Meter provides an organization of time values within bar lines.
 31

Basic Principles in the Teaching of Art

Like music education, art education deserves a place in the school curriculum because of the following:
1. Art is for all, rich and poor, young and old. Art is for everybody especially those who have the ability to create any symbolic
expression of one's experience. Everyday life in enhanced by a wide range of expressive activity. Everybody has the right to
acquire experiences in art. The individual abilities, interests and needs are to be considered in teaching art. It is in discovering the
innate ability and interest of pupils that art teaching can find fulfillment.
2. Art is an instrument in the well-rounded development of pupils. In order that the pupils can have a well -rounded development,
the aesthetic growth should be considered aside from the social, intellectual and physical development. Art works give the pupils
pleasure and satisfaction; therefore, the teachers should make it a point that pupils enjoy and have pleasant art experiences.
When a person appreciates a beautiful picture, he is engaged in a creative experience, for the active enjoyment of art is a form
of participation in it.
3. Art is relevant to cultural and educational requirements. All cultures throughout history have produced certain forms of art. There
are many reasons for creating art works aside from personal expression. Art Education as an important part of the school
curriculum develops Filipinism by utilizing all resources found in the Philippines, thus meeting the present thrust of the Philippine
Education.
4. Art is a part of one s daily life. Man express himself through art. Art is a vehicle for creativity. It helps pupils do beautifully the simple
things of life as well as the most unusual. We are surrounded with beautiful things that we enjoy. It is a great privilege for pupils to
live in a place in which there is a high standard of beauty. The aesthetic experience involves focus. It depends on what a person
is, what his past experiences have been. Art Education enables pupils to develop their capacities for expression in and
appreciation for all forms of Art.
Activities for Art Classes
Art classes should provide certain activities that will lead the pupils to discover that art serves a basic need of man and
continues to be of great importance to him. Activities should provide opportunities to
1. Evaluate and analyze the nature of art, giving more emphasis on the intrinsic values;
2. Compare the different forms of art as to their similarities and differences;
3. Observe the principle of contrast and repetition as a basis to all arts;
 32

Activity
I.
Read: https://www.artandmusiccenter.com/blog/2019/4/23/10-reasons-why-kids-need-art-and-music
Ponder upon this question “Why do teachers should associate teaching with music and art?” ang
write a reflective essay about it.
33
CHAPTER 4: DEVELOPING PUPILS’ SKILLS 34

TO ASK QUESTIONS
Acquisition of knowledge begins with a questions. It is when the mind
starts to question that the birthing of knowledge begins.
Children love to ask questions. It is not surprising to hear children ask
almost endlessly "why" for a lot of things. They like to observe things, touch
them, try them. Such disposition is fertile for the development of the skill to ask
questions and should be taken advantage of for the benefit of the pupils. The
class atmosphere should, thus, encourage the pupils to ask questions and
explore the answers to the question they ask until, gradually, the questions
become more probing and profound. The teacher provides for this by using
the inquiry approach.
Nature of the Inquiry Approach
The inquiry approach provides the pupils with opportunities to develop
the skill to ask questions. When the skill becomes a habit, the development of
critical thinking among the children follows.
 35

Critical thinking is a mental set which requires the mind to analyze information before
accepting it. It seeks to find the reason or reasons behind what is observed. For instance, the child
observes that during Christmas time in the Philippines, there are dawn masses in the Catholic
churches. The child does not merely end with such an observation but he seeks to find the reason for
the it. The development of this habit can very well be facilitated in the classroom by a creative
teacher who uses the inquiry approach.
Assumption
We can assume two things in using the inquiry approach. First, one can assume that the
written record of the past is not totally exhaustive. After all, the histographers can not claim that they
have obtained all the information they need to know to formulate their conclusions. Diaries,
archeological artifacts, fossils and the like may still turn up after a long period of time. Their discovery
may change significantly the perspective of history. While elementary pupils are not expected to
perform their own inquiry in the manner that historians do, they can already begin to develop the skill
of asking questions which will prepare them to do more serious inquiries in the future.
Secondly, human interest is so diverse, complex and vast. Investigations in this area of study
are a continuous process. For as man continues to people the earth, history, civics and culture, and
the other social sciences will continue to grow. AS population increases and as people continue to
discover and migrate to unknown lands, many new communities are born and new cultures evoIve.
All these phenomena make the writing of human concerns continuous, and no one can
fully claim that he or she has totally grasped history, civics and culture and all the other social
sciences in their entirety during his lifetime. This leaves so many areas of investigation open, areas
which will remain undisclosed if teachers fail to enhance the development of inquiring mind among
the young. The teacher should thus expose the children to opportunities for simple investigation.
 36

The inquiry approach is characterized by the following:

1. It emphasizes the development of the skill to ask questions. Many older pupils do not ask questions
anymore. It is a skill which they have lost as they grow older, maybe because elders stopped them when
they used to ask questions; or, they never got the answers they were looking for anyway, or worst, they are
afraid to ask questions. Some do not even know how to ask questions because, perhaps, they rarely had
the chance to ask. The skill to ask questions can be easily developed at an early age by the pupils if they
are systematically guided by the teacher. Teachers can lead the pupils to ask questions that clarify,
analyze, organize, evaluate facts and information. When they get used to the habit of asking questions, the
quality of their questions w develop 1in breadth and depth.
2. lt gives the pupils the opportunity to satisfy their curiosity by gong to the body of knowledge. Many times,
the pupils will find the information in the classroom inadequate to answer their questions. For instance,
asking their parents or their grandparents about the EDSA Revolution could be an interesting experience for
them if they want to know more about it. Talking to the postman in the Barangay will give them idea about
how the Post Office serves the people in the community. Pupils in the higher grades can gather information
using the library, while pupils in the lower grades can gather information through observation.
3. It gives emphasis on the interests and experiences of the pupils. The pupils will be better motivated to
study if the subject matter content or activity they are about to engage in excites their interest, To achieve
this, the subject matter content may be arranged in such a way that it follows as closely as possible the
development of events and/ or the experiences of the pupils in the local Barangay, in the national, or
international scene
The curiosity of the pupils will be aroused to a higher degree as the people around them talk of the same
subject matter. Visiting national shrines like the Shrine of Pinaglabanan, Rizal Park, Mabini Shrine, the Shrine
of Aguinaldo would make an interesting individual and group experience
 37

4. It counts on the active participation of the pupils. Once the approach emphasizes skill development, the
pupils acquire it only through active participation and constant or frequent use of the skill. The teacher
guides the pupils by creating an environment permeated with the spirit o democracy which encourages
them to actively participate and share their thoughts with their classmates. Aside from this, the pupils should
witness the values they talk about come alive in the classroom which serves as a microcosm of their
community. 1his way they form their values simultaneously with the development of their social skills.
Strategy
The success of the use of the inquiry approach is greatly dependent on the teacher s art of
questioning and his creativity. The teacher's skill to ask questions in a developmental fashion has a
tremendous effect in focusing the interest of the pupils on the subject matter and on the unfolding of the
subsequent discussions. Questions should be arranged such that one question leads to another. This
establishes or strengthens the relationship of thoughts, facts and information with one another thus
facilitating understanding of the subject matter, Developmental questions should, as far as practicable,
follow a pattern of increasing complexity when applied in the classroom. Illustration below demonstrates
this.
SYNTHESIZING What can you conclude about the way people honor their dead?
ANALYZING Why do they honor their dead the way they do?
COMPARING and How do Filipinos honor their dead?
CONTRASTING How do Chinese honor their dead?
DESCRIBING What did you observe?
FOCUSING What did you do last November 1? Where did you go?
 38
The preceding illustration is centered on a content discussion showing how the classroom
discussion proceeds and becomes increasingly complex as the questions un- fold the level of thinking. Let
us see how the questions can be arranged to lead the pupils to ask questions. In the same manner as in
illustration 1, the questions should be develop- mental; but this time, the questions should lead to the birth of
a series of questions raised by the pupils. This is shown in Illustration 2.
FOCUSING
This is a picture of a monument which you see in our school ground.
Whose monument is this?
What do you know about him (or her)?
What do you want to know about him (or her)?
PUPILS QUESTIONS (Assuming that the monument of Dr. Jose P. Rizal 1s in focus and the class is a
grade I class.)
Where did he live? (Recall)
Who were his friends? (Recall)
How did he live? (Comprehension)
How did he die? (Comprehension)
Why was he executed? (Analysis)
Why is he important? (Analysis)
Depending on the children's capacity, the questions will vary. The number of questions they will
ask will depend on the skill of the teacher to elicit the questions. The important thing to remember is that the
questions should come from the pupils through the guidance of the teacher
 39
The two illustrations suggest the following strategy:
1. Focusing. It is the starting point of the activity. It is actually the springboard to the lesson. At this
point, the teacher creates a situation for the pupils to focus their attention on the subject matter.
As emphasized earlier, the inquiry approach utilizes the interest of the pupils. Thus, the teacher
should use situations that are within the experiences of the pupils and most probably will interest
them. It is good to align the springboard with the current trend of situation in the immediate
environment o the pupils.
2. The process of inquiry. At this point, the teacher guides the pupils through the scientific way of
going through the lesson. The following steps should be taken:
2.1. Drawing the topic of discussion. When the focusing has been successfully done, drawing the
outline of the topic of discussion becomes easy. This i done by eliciting questions from the pupils as
shown in Illustration 2.The questions they will raise will serve as the guide for the succeeding discussion
or activity.
What happens if the questions turn out to be far from what the teacher hopes for? The questions
should not turn out to be far from the one in the mind of the teacher. This situation will be prevented if
the springboard clearly leads the pupils to the questions and if the teacher is able to manage and
control the process of drawing the questions well.
During this exercise, the practice of openness should be followed in an atmosphere of
democracy. The teacher should accept the questions of the pupils as far as practicable. This will
enhance their courage to ask questions Scientifically, this step is referred to as the identification of the
problem.
2.2. Organizing the questions or topics of discussion. At this point, the teacher Will guide the pupils in
analyzing their questions. The class, under the guidance of the teacher, will do the following: Analyze
the questions on the board
 40
2.3. Drawing hypothesis from the pupils. If the pupils are ready, the teacher win Challenge the
pupils to try to answer the questions. Their answers at this point are considered tentative only. The
pupils should understand this situation. They should realize then, that they will need to gather
data to see whether their temporary answers are acceptable or not.
2.4. Gathering data. When the outline of the topic has been clearly drawn, the next Step 1s
gathering the data. This will require pupils to go to the sources of information. The pupils may go
to the library, interview people, or make their own observations. The teacher should give them
enough time to collect the data they need to answer their questions. Before the collection of
data commences, the teacher should allow the pupils to decide how they will gather data. Will
they collect data in groups; or, will they do it individually? Once a consensus has been reached
by the pupils, the collection of data begins. If the class chooses to collect data in groups, the
pupils will need to organize themselves under the guidance of the teacher before proceeding.
To ensure the participation of everyone in the group, the size of the group should be kept small;
say 4 to 5 members.
2.5. Analyzing organizing, and presenting the data. At this point, the teacher should teach the
pupils how to put their data together according to the question and hypotheses they have set in
class. She or he should closely guide the pupils in writing down the data into a report if
necessary. In the lower grades, this step will become simpler. The pupils may not be required to
write their data lengthily, but the teacher needs to teach them how to share their findings with
the class. They can initially be trained to interview people in their homes, in school, or in the
neighborhood and share with their classmates orally what they found out from them.
2.6. Verifying the hypothesis. After the data has been presented, the teacher should call the
attention of the pupils to the tentative answers ( hypotheses). The pupils will now judge whether
the hypotheses they gave are acceptable or not according to the data they presented.
 41
2.7. Formulating conclusions and generalizations. After the gathered data has been shared in class,
the pupils are now ready to formulate their conclusion to every question. The teacher will ask questions
similar to the following:
Based on what we have learned, what sentence can we give regarding the.... or
Based on the data presented in class, what conclusion can we formulate regarding the..?
This strategy will be applied differently in the various grade levels. The constant factor remains that of
providing the pupils with opportunities to ask
Convergent versus Divergent Questions
What kind of questions should the pupils experience in class? Many questions in class
are convergent. This means there is only one answer to the question. Constant exposure to this
might create convergent thinking among the pupils. Imagine a community thinking only in one
way. This could lead to a lack of imagination, which is the mother of invention and
consequently to a delay in progress.
To prevent convergent thinking among the pupils, they could be exposed to diver-
gent questions in class. These are 'questions with many possible answers, enabling the pupils to
organize their thoughts and exercise their imagination. Constant exposure to divergent
questions can lead to divergent thinking.

The following are examples of divergent questions:

1. What do you think will happen if all of a sudden all computers bog down?
2. What do you think will happen if the government succeeds in cleaning up the Pasig River?
3. What do you think of the role of women in the society?
4. How can children like you help save Mother Earth?
 42

The sample questions require several answers. Questions similar to these are useful
in developing the children's skill to ask questions because they require imagination
and deeper thinking from the children. However, this type of questions are powerful
only for discussion purposes.
Because of its subjectivity it should not be used in examinations except only if it is
meant to serve a particular objective. Because divergent thinking encourages the
pupils to be imaginative, they are encouraged to wonder over the possibility of things
that have not yet become or that have not yet happened. They become more
curious, more inquisitive, and are motivated to Search tor more information- and their
quest for Knowledge begins to grow.
 43

EXERCISE 3
I.
Work on the following:
1. Give sample questions for each of the following;
a. Synthesis
b. Analysis
c. Comprehension
2. Give an example of developmental questions in History.
3. Why should teachers use divergent questions in class?
 44

MODULE LEARNING OUTCOMES:

At the end of this module, the students must be able to:
1. Determine the ways on how the grade school pupils benefit from frequent exposure
to the discovery approach.
2. Explain the strategy of the discovery approach.
3. Evaluate the importance of brainstorming as one of the teacher’s techniques in
problem-solving.
4. Know how thinking skills should be taught.
5. Formulate ideas about the ways on how to draw concept formation from the
students.
Midterm

CHAPTER 5: DEVELOPING SKILL TO FIND 45

MEANINGFUL RELATIONSHIPS
Introduction
One beautiful experience a child will long remember is when he
figured out something by himself. Dennis, a grade VI pupil shared in that
exciting experience.
One day, Dennis joyfully approached Mr. Reyes and said, "Now, I'm
sure! Now I know it! Even the ancient Filipinos believed in a god. I told them
so. How did you know?", asked Mr. Reyes. "Sir, I observed that the Ifugaos,
the Badjaos, the Negritos, and the Visayans of the olden times worshipped
a god. So you see, even the ancient Filipinos believed in a god!" "That's a
very smart observation!” exclaimed Mr. Reyes.
It was a rewarding experience for Dennis because he did it by himself.
At Grade IV, he was given the opportunity to find new meaning to stories he
perhaps must have al- ready read or heard in the past. His skill of observation
has been strongly developed and this will surely help him gain more insights in
the future lessons. Dennis did the observation by himself, while his teacher, Mr.
Reyes accompanied him through the experience.
 46
Mr. Reyes used the discovery approach, thereby providing the class opportunities to find
meaningful relationships from observed facts and information. This Chapter will present a discussion on
how teachers can help develop the pupils skills.
Bruner and Discovery Learning
Jerome Bruner strongly believes in providing an environment that will encourage young minds to
discover. For him, discovery Is essentially a matter of rearranging or transforming evidence to
assemble new insights. He sees the following as benefits that can be derived by the pupils from the
experience of learning through the discovery approach:
1. Increase in Intellectual Potency. The increase in intellectual potency is manifested in the
development of the child's skill to gather information, process the information gathered, draw
observations from them, and finally formulate conclusions. Frequent use of the approach will
sharpen the mental skill of the pupils. If at an early age they are trained in developing simple
insights, they will find it easier to study independently as they reach the secondary level. The
insights they develop at an early age can grow into more complex and profound ideas that will be
useful for them and for society.
2. 2. Extrinsic and Intrinsic Motivations. Pupils behave according to some external expectations,
usually set by their parents and the immediate environment. They Over achieve because of the
external stimuli. Bruner believes that those who belong to this type are those who develop the "rate
abilities and are always dependent on their ability to give back. They are those who tend to exhibit
a lower ability in developing thought structures. They derive satisfaction from performance due to
external stimuli. AS such, learning becomes short-lived. It can become long-term and enduring,
however, when one's motivation for learning is transformed from extrinsic to intrinsic. This means,
one wants to learn because he feels the need to satisfy himself. Therefore, learning becomes a
personal task, not an assigned task prescribed by the environment. A child who develops this
motivation moves through learning to gain control of his environment. He treats success as an
indicator that he is on the right track, and failure as an indicator that he is on the wrong track. n
effect, learning truly becomes a liberating experience.
 47

This should not be misconstrued, however, as belittling the worth of extrinsic

motivation in learning. Surely, it has its own value as it also moves the pupils to
perform. However, emphasis is given to the pupils' decreasing dependence on it and
a simultaneous increase in their personal desire to learn.
3. The heuristics of discovery. One learns the art only by doing 1t. As the pupil gets
more and more exposed to the process of reflective thinking and discovery, he
acquires the skill necessary to use the process. He will know what to work on and how
to work on it. His satisfaction will be derived, not only from the knowledge that he
developed a thought structure but more from knowing that he did it by himself, using
work models he himself constructed.
4. Conservation of memory. A well-structured body of knowledge will be better
remembered than a fragmented one. The discovery of association between facts
and principles greatly reinforces the capacity of a child to remember. To illustrate this,
in a study conducted by Bruner and his associates, pairs of words such as hair and
forest; sides-walk and squares were presented to a group of twelve-year-old pupils.
One group was merely told to remember them, the other group was instructed to
make associations using each pair. The result of the experiment showed that the
group that formed associations between each pair recalled more than the group
that was only told to remember. This seems to indicate that ready-made thought
structures, which the pupils memorize and study about, get easily lost. Structures
which pupils themselves make yield greater retention
 48

EXERCISE 4

I.
Read: https://elearningindustry.com/discovery-learning-model
After reading, answer the following:
1. How will the grade school pupils benefit from frequent exposure to the discovery approach?
2. Explain the strategy of the Discovery Learning.
CHAPTER 6: PREPARING CHILDREN TO 49

SOLVE PROBLEMS
A problem is a circumstance which requires resolution. A problem
which confronts an individual sees no way to acquire a solution or
explanation. And so problem solving comes out as a proce. A child solves
a problem using previously acquired knowledge, skills and reasoning to get
the needs of an unfamiliar situation. Some problems have a "best, "correct,
“right” or “appro- priate” solution given the evidence that is available
(Savage, 1996).
Creative Problem Solving
Reasoning is in unison with thinking that is beyond the recall level.
The three modes of thinking lead pupils to new and meaningful outcomes,
discoveries and answers to questions and new ideas. Reasoning will
include basic thinking, critical thinking and creative thinking
 50

Krulik and Rudnik described these as follows:

1. Basic Thinking
1.1 Understanding of concepts
1.2 Recognizing a concept when it appears in a setting
2. Critical Thinking
2.1 Examining, relating and evaluating all aspects of a situation or problem
2.2 Focusing on part of a situation or problem
2.3 Gathering and organizing information
2.4 Validating and analyzing information
2.5 Remembering and assoC1atng previously learned information
2.6 Determining reasonableness of an answer
2.7 Drawing valid conclusions/judgment
2.8 Analyzing conclusions/ Judgment and reconstructing ideas original and effective
solutions
3. Creative Thinking
3.1 Producing original and effective solutions
3.2 Inventing
3.3 Synthesizing ideas
3.4 Generating ideas
3.5 Applying ideas
 51

"Creativity" is playing with the imagination and weighing possibilities that lead to new and
meaningful connections and outcomes while interacting With ideas, people and environment
(Lumsdaine, T995).
Creative thinking includes originality, fluency with words, associations and ideas, projections
of new forms of thoughts, changing classes and dimensions of the problems, a sense of discovery
and flexibility.
Hilgard suggests that creative thinking occurs largely in the context of problem solving and
involves originality and the abilitiy to reconstruct both the problems and methods of solving them.
According to Lumsdaine, creative problem solving is a sequence of phases of divergent
thinking followed by convergent thinking. As investigators gather as much information about a
problem area as possible, then analyze the data and summarize its major causes or factors. As
searchers, we accumulate a quantity of alternative ideas about a problem and related issues, then
converge our thinking to a problem definition statement expressed as a positive goal.
The Heuristics (Krulik and Runik, 1995)
There are five stages that make up the heuristic process. These are:
1. Read and Think
2. Explore and Plan
3. Select a Strategy
4. Find an Answer
5. Reflect and Extend
 52
Clarifying Values on Problem Solving
Clartication of personal values stimulate the pupils to think about how they should go about
a certain situation. This helps pupils explore personal values and conditions on 1Ssues. This may need
the use of moral reasoning to analyze one's choices. Another is the need or rational analysis when
data or information can be gathered, and the need to draw conclusions, alternatives or decisions.
The following are steps illustrated by John Michaelis in analyzing problems:
1. Clarify the problem. Define the problem.
(What is the issue? Difficulty?) Example: How can we save Mother Earth?
2. Identify alternative solutions and the reasons for them.
(What would you do? Why would you do it? What other things might work effectively? Why?)
Example: What are the steps needed? How can pollution be prevented?
3. Identify strengths, weaknesses and possible feedback.
(Which is the best solution? What might others think about it?) Example: Which suggestion do you
think will give good results? Which will be given support?
4. Relate to students experiences.
(Have you ever known or seen a problem like this? What did you think about it? Did you do
anything'? What did you do?) Example: What have you done to prevent pollution? Where did you
find this problem?
 53

Conclusion
It is important to understand the significance of standards and values in
human relationships with others and improves the pupil's ability in evaluating
ideas. The criterion used to analyze, evaluate, judge ideas, statements, point of
view, action, behavior, discussion, committee work and other activities guides
pupils to critically examine ideas presented in instructional material.
Creative thinking helps students adapt to change. This helps them
generate abilities to develop creative solutions to all kinds of problems.
The Heuristic processes expose pupils to various creative and critical
thinking experiences, problem solving and decision making. These will help them
develop thinking responses as they grow and face different Kinds of problems.
Critical thinking evaluates to engage in ideas. It is judgmental, t 1s commonly
used is brainstorming to encourage learners to engage in critical thinking.
Values and morality reflect and 1dentity attitudes. Clarifying personal
values stimulates pupils to think about now they should go about a certain
situation in solving problems.
 54

Activity

I.
Read: https://physicscatalyst.com/graduation/brainstorming/
Write a Reflection Paper and use this question as your guide: Why should brainstorming be used as
one of the teacher’s techniques in problem solving?
55
CHAPTER 7: TEACHING BY CONCEPTUAL 56

APPROACH
Introduction
Children are very good in rote memory. Their ability to memorize facts and
information is indeed an advantage that the teacher can use to teach geography,
culture and Civics. However, as facts and information become increasingly difficult to
manage, the teacher can explore alternative ways. One approach which the teacher
can use is the CONCEPTUAL APPROACH.
Based on the constructivist view of learning, the conceptual approach places
the children at the center of a vast horizon/field of learning experiences where they
nave opportunities to develop concepts through inductive models. Learning, therefore,
ceases to be a matter of memorizing facts and information. Learning becomes a matter
or forming constructs; that is, a configuration of clearly defined ideas which are related
to one another.
 57
Nature of the Conceptual Approach
Forming Concepts are products of the abstraction of the mind. When the
mind works on given facts and information, analyzes them, and puts them into
particular groupings, order or relationships, a construct is produced.
This construct forms the concept. Examples of concepts that can be formed
in civics, geography and culture are:
environment (kapaligiran)
Family (pamilya)
peace (kapayapaan)
government (pamahalaan)
rights (karapatan)
culture (kultura)
location (kinaroroonan)
heritage (Salinlahi)
time (panahon)
Take note that the words listed cannot be represented by the a single object the
way the concept of a chair is represend oy a piece or furniture used for sitting.
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Constructs as Conceptual Frameworks

Using the Conceptual Approach, the pupils learn to form mental images of related ideas revolving
around the concept. These images are called conceptual frameworks.
Conceptual frameworks vary from pupil to pupil. Its formation depends on the pupil's experiences, mental ability
and exposure. Thus, the pupils may be given the same classroom experiences, but they form conceptual
frameworks in varying complexities. Some constructs will be simple, while others will be more elaborate. Some will
have more insights; while others will form fewer insights.
Techniques in Using the Conceptual Approach
The teacher may consider the following suggestions in using the Conceptual Approach
1. The level of the pupils should be an important consideration. The younger the pupils, the more concrete the
examples should be. Following Piaget's stages of cognitive development, the teacher should consider that the
pupils in the lower elementary grades should be given more simple concepts. Patterns establishing the
concept being studied should be more precise. Thus, more examples, rather than non examples should be
given. As the pupils' abstraction sharpens in the higher grades, they become more ready to deal with more
complex concepts such as government, rights, freedom, democracy, etc.
2. Scientific steps always come in handy. The teacher should try to be faithful to the use of scientific steps. If at
times the pupils wander away from the scientific Steps, the teacher should guide them back to it. Constant
exercise of the scientific steps will develop in the pupils the habit of scientific thinking and they become more
prepared to exercise logical thinking.
3. The concept - building approach found in various textbooks may be modified or revised. 1hey are not
absolutes. The teacher should use his/her creativity in implementing the approach. For instance, the teacher
may lead the pupils to form a concept by first using one example at a time; or, by using three examples of the
Concept altogether, or, present examples and non-examples of it. Indeed, an imaginative teacher will find
several creative combinations of presentations.
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4. The conceptual approach can be a great opportunity for allowing pupils to learn by groups,
thus enhancing their social skills and reinforcing their values in the group. While concepts may
be deeper in a large class discussion, smaller group discussions may be used in the higher
elementary grades, where the pupils will be more comfortable to present their views and
opinions.
5. Facts and information are the building blocks of concepts. Thus, the teacher should
recognize the invaluable significance of facts and information in building the children's
capacity to form concepts. Depending on the grade level of the pupils, the teacher should
provide them with opportunities to know as many facts and information. However, the teacher
should ensure that the pupils do not rest simply on knowing facts and information. The teacher
should lead them to classify known facts and information by establishing their similarities,
differences unifying elements.
Conclusion
The Conceptual Approach is an approach that emphasizes concept-
building. It places the pupils in a vast field of ideas wherein they are given the
opportunities to form conceptual frame- works or constructs that are composed of
related ideas. These related ideas deepen the pupils' understanding of the main
concept.
The Conceptual Approach is inductive by nature and as such uses specific
examples to form patterns that eventually lead to concept formation. The lesson
gradually unfolds using the scientific steps.
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Activity
I.
Watch: https://www.youtube.com/watch?v=3xvY20jtjr0
After watching the video, make a summary out from what you have learned from it.
 61

MODULE LEARNING OUTCOMES:

At the end of this module, the students must be able to:
1. Utilize the learning techniques learned in this chapter in preparing a lesson plan.
2. Create procedures that promote cooperative learning without resulting in
competitive behavior in the students.
3. Know how to evaluate pupil’s performance.
4. Construct test with validity.
Pre-final

62

CHAPTER 8: COOPERATIVE LEARNING

CHAPTER 9: EVALUATING PUPIL’S 63

PEROFRMANCE
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MODULE LEARNING OUTCOMES:

At the end of this module, the students must be able to:
1. Construct a lesson plan.
2. Perform teaching demonstration an actual classroom.
 Finals

CHAPTER 10: TEACHING IN THE 65

CLASSROOM