Effective Teaching Approaches, Methods and Techniques

for Teachers

Prepared by
Charita Arcangel Delos Reyes, Ph.D.
Associate Professor of History
UP Baguio

TRAINING PROPER
This handout is divided into two parts, the (a) lecture component and the (b) workshop proper,
which serves as an application of the lecture-discussion part. It is ideal, however, that

A. Lecture

1. The rationale behind the use of varied teaching approaches, strategies, and techniques.

2. The differentiation between pedagogical (teaching) approaches, strategies, and techniques.

2.1. Teaching Approach (Lapit o Pagdulog). A teaching approach refers to the manner or
style of teaching in one term, semester or year.

The common approaches used include the textbook-based approach, thematic approach,
systematic planning, and teacher-guided group planning.

Other examples consist of process, behavioral, conceptual, chronological, experiential,

experimental, significant human experience (SHE), discovery, evocative, integration,
interdisciplinary/multidisciplinary, historical, structural, laboratory, modules/frames
(programmed instruction), dialectic, problem-posing, unified, systems approach,
activity-discussion-input-deepening-synthesis (ADIDS) approach.

2.2. Teaching Method (Metodo o Pamamaraan). Teaching method is synonymous to

procedure, strategy, style or pattern. Methods help facilitate instruction and motivate
the students to participate during the discussions.

Some examples of teaching methods are the following: lecture, inquiry, deductive,
inductive, project, problem-posing, expository, demonstration, team teaching,
research, and case study.

2.3. Teaching/Instructional Technique is a tool used to send across the message and
content of the lesson to the students. This serves as a springboard to your lesson and has
direct application in the classroom.

Some examples of teaching techniques include sharing an anecdote, picture study,

picture analysis, simulation, storytelling, buss session, brainstorming, group dynamics,
 field trip, debate, reporting, role play, socio-drama, pantomime, art of questioning,
interview-dialogue, panel discussion, survey, film viewing, observation walk, exposure,
slides (audio/aural/visual), dramatization, situation cards, resource people,
exhibit/display, and many more.

3. Effective teaching/instructional techniques

A. INSTRUCTIONAL TECHNIQUES USED IN ANALYZING CONCEPTS

1. Discovery or Expository Instruction

Exercise A: Globo ang tuwirang ipapakita

1.1. Ano ang tawag dito?
1.1.1. Anu-ano ang katangian ng globo?
1.1.2. Ano ang nakikita sa globo?
1.2. Anong uri ng globo ang karaniwang ginagamit sa silid-aralan?
1.3. Kung gayon, ano ang globo? (Agno, p. 158)

Exercise B: Mapa ang tuwirang gagamitin at klase

1.1. Ano ang mapa?
1.2. Anu-ano ang mga katangian? Uri? Gamit ng mapa?
1.3. Ipakita ang iba’t ibang map projections. Paghahambingin ang mga ito. Ipapakita
din ang map projection nina Peter at Mercator. Ano ang kapuna-puna sa dalawang
map projection na ito? (Maaaring sa sukat, laki ng mga bansa, kontinente, mga
punto de bistang pinalilitaw ng mga mapa). Pagbuo ng mga paglalahat hinggil sa
mapa. Mga distorsyon at punto de bistang makikita dito.

2. Concept Diagnosis

Step 1: Listing (Paglilista)

Photographs of Artifacts
Oral Tradition
Diaries of Eyewitness
Accounts by non-eyewitness
Retold stories by non-
eyewitness
Architecture
Official Documents
Recorded Oral Accounts
Documented Interviews
Clothes
Language
Reproductions of Artifacts
Transcript of Hearings
Biographies
Expressions of opinion in print
media

Step 2: Grouping (Pagpapangkat)

A B C
Accounts by Eyewitness Oral tradition Photographs of artifacts
Diaries of Eyewitness Retold stories by non-witness Architecture
Autobiographies Recorded oral accounts Reproduction of artifacts
Expressions of opinions in Documented interviews Language
print media
Official Documents Hearsay and gossip Clothes
Transcript of hearings Tools and Implements
Biographies
News stories based on one
story fed to the media
D E
Oral tradition Photographs of artifacts
Diaries of eyewitness Accounts by eyewitness
Architecture Retold stories by non-witness
Expressions of opinions in print media Reproduction of artifacts
Recorded oral accounts Biographies
Documented Interviews Hearsay and gossip
Official Documents News stories based on stories fed to the media
Language
Transcript of Hearings
Clothes
Autobiographies
Tools and implements

Step 3: Labeling (Pagleleybel)

A. Written Source C. Artifact E. Secondary Source
B. Oral Source D. Primary Source
Primary Source Secondary Source
Written Diaries of eyewitness Biographies
Expressions of opinion in print News stories based on stories fed
media to the media
Official Documents Accounts by eyewitness
Transcript of hearings
Autobiographies
Oral Recorded/Documented oral Hearsay and gossip
accounts and interviews
Oral tradition Retold stories by non-eyewitness
Artifact Clothes, tools and implements Reproduction of artifacts
Architecture and language Photographs of artifacts
(Lifted from “History as a Social Science” by Rowena Reyes-Boquiren, Ph.D.)

3. Concept Mapping

Economic
Political
Factors that Gave Rise to Ecological
Philippine Nationalism Cultural
Social
Demographic
4. Venn Diagram
Example: The “Sinicization” and “Indianization” of Asian Culture: Buddhism
A - all data referring to “Sinicization” of Asia
B - all data referring to “Indianization” of Asia
C - all data referring to both “Sinicization” and
“Indianization” of Asia

5. Clustering/Cluster or Categorical
Approach

Sasakyang Gamit
Pandagat Barangay Pulitikal
Example 1: The meaning of the word “barangay.”

baley

banua bayan balen

ili

Example 2: The word “bayan” is synonymous to banua, ili, balen, at baley.

Tuey Ayu-ey Tumarampok/

Tumataban

Gintobo Gintubus

ORIPUN
Ginobotan Ginlubos

Haro-Han Harishai

Lupig Bihag Sirto

Example 3: “Oripun” in Visayan society is divided into twelve classifications.

Shang (1765- Ching/Manch

1122 BC) u
(AD 1644)
Chin (221-
Han (206 BC Sui (589- DYNASTIC Ming (AD
Song (AD
CYCLES IN
206BC)–AD222) 616) CHINA 618-907) 1368-1644)
 East Chou at Pre-Shang
West Chou (Nelolithic
(1172-221 BC) Period)

Yuan (AD
1273-1368)

Example 4: The Chinese Civilization from the Pre-Shang to the Ching Dynasty.

B. INSTRUCTIONAL TECHNIQUES USED IN ORGANIZING THE CONTENT OF

LESSONS (Instruksyunal na Teknik na Magagamit sa Organisasyon ng Nilalaman ng Aralin)

Graphic organizers are commonly used in this technique. These are cognitive tools that provide
visual and total representation of information and concepts and their relationship to each other in
an organized outline. Examples of graphic organizers include the following:

1. Mind Web: this has a central idea or topic found at the center of the design. From the center will
branch out related ideas, categories, and supporting details.

Binubuo ng Pinakamalak Kanlungan

5 rehiyon ing lupalop ng religion-
philosophy

May sari-saring Sagana sa

anyo ng Asya
likas yaman
pamahalaan

Pinakapopul Pinagmulan
Kanlungan ng unang
1.1. Factstorming Web:adong
technique used in organizing facts through web designs.
ng unang
lupalop tao
kabihasnan
 Kulturan
g Pilipino

(Agno, p. 168)

1.2. Semantic Web (Maxim, 1995; at Parker, 1997). Semantic

web has four basic elements. It consists of the (1) core question;
(2) web strand; (3) strand ties; and (4) strand support. The core question is the focus of the web. All
important discussions are related to the core question. Example: What words can be used to describe
Andres Bonifacio?
The answer to the core question is the web strand and this is written around the core question. The
facts and inferences used to support ever web is known as the strand support. The strand support
originates from the web strand. The relationship of the strands is known as the strand ties.

Semantic Web of the Asian Continent

rehiyon

Pamahalaan Heograpiya
Lipunang Kulturang Relihiyong-
g Asyano Asya
Asyano asyano pilosopiya
2. Hierarchic Organizer: most effective for general concepts with subordinate concepts.

A Hierarchic Organizer for History

Kalikasan
Kasaysayan

Pananaw
Araling Panlipunan
Traditional
Historyador

Proseso Pag-aaral
“Pantayo”
Batis Problema Fil.Pt. of
View

Elements Marxist Essentialist Nationalist

Hist’l Hist’l Philo or Spiral

Knowledge Methodology History
Linear

Heuristics Hist’l Hermaneutics Cyclical

Criticism
Filipino

Asian
Panlabas Panloob
B) Pamilya o Angkan ng Genghis Khan

GENGHIS KHAN
r. 1206-1227

JOCHI II-OGADAI JAGATAI TOLUI

III-GUYUK
r.1246-1248

IV-MANGU V-KUBLAI HULAGU ARIGH

BATO ORDA SHEIBAN r.1251-1259 r.1260-1294 Boke

GOLDEN WHITE HORDE SHEIBANIDS JAGATAI KHAZAKS IL-KHAN

HORDE SOUTH WESTERN KHANATE KHAZAK PERSIA
CENTRAL ASIA STEPPE

KHANATE of KHANATE of KHANATE of TAMERLANE

the CRIMEA ASTRAKHAN KHAZAN

UZBEKS YUAN D. BABAR MONGOLS of

TRANSOXANIA MONGOLIA

MONGUL
EMPIRE
INDIA
3. Casual Network Organizer: most appropriate for concepts involving actions and processes.

Ang Pag-unlad Putting out/ Pag-usbong ng

Ng Merkantilismo Domestic “Factory System” Kapitalismo
Imperyalismo System

Pribadong pag-
Ginto Pilak Pampalasa Gawain sa
aari
pagproproseso

Batayan ng Gawaing Kapitalista Manggagawa

yaman pantahanan

Tubo Sahod
4. Diagram
4.1. Iskikawa/Fishbone Diagram

4.2. Comparison (for integral relationship)

Millenarian Reform Revolutionary

Movements Movement Movement

Mativisti
c
Propaganda
Messiani
c
Revitalisti Propaganda
c 1896 189
8
These three can be compared based on the following:
1) Nature 3. Membership 5. Organization formed
2) Objective/s 4. Method
5. Decision Making Model: This provides an outline in the order of events in order to easily identify the
problem, objectives, possible alternatives, evaluating advantages and disadvantages, formulate decisions
and rationale for the choice made.

6.

Sequence Chain: used to show the flow of events; also used to show the steps in undergoing a process.

Ang Kasaysayan ng Kasaysayan

Ang Dating Kasaysayan na “salaysay Ang “Historia” bilang ulat

na may saysay sa isang grupo ng pangkasaysayan at kronika
tao.”

Ang pagpasok ng Positibo bilang

tradisyunal na metodolohiyang
pangkasaysayan.

Bagong Istoryograpiya
7. Story Map: used in analyzing a story, movie or a television show.

Title
Setting
Place
Characters
Problem
First Scene
Second Scene
Third Scene
Fourth Scene
Solution

8. Attribute Wheel: gives a visual presentation that is useful for analysis.

Roxas Administration Marcos Administration

Quirino Administration Aquino Administration

(1948-1953) (1986-1992)

Magsaysay Administration
Ramos Administration
(1954-1957)
(1992-1998)
Presidents
Garcia Administration of the
Ejercito Administration
(1957-1961) Philippines
(1998-)

Macapagal Administration Arroyo Administration

(1962-1965)

AquinoAdministration
(Present)
9. Character Map: important in identifying the characteristics possessed by an actor/actress in history.

10. Main Idea Table: the main idea or generalization is written at the start of the table, while the
supporting below. At the foot of the table are the sources used.

Pangunahing Idea MGA PANANAW SA SALITANG “BANUA/BAYAN”

*3 Yugto sa 3. Period of cultural 1. Lingguwistikong
Atbp.
Kasaysayan solidarity (1898- lapit ng banua/lupa-
1. Formative stage hinaharap) – lupain
(5M-1565) – etnikong
pamayanan bilang pagkakakilanlan at 2. banua bilang
ili, banwa, kaukulan isang sosyo-kultural
barangay, bayan, na termino
Sumusuportahang dito nakaangat ang
pamilya, angkan, 3. bayan mula sa
Katotohanan at
lahi konsepto ng
Detalye 2. Period of struggle himagsikan na
& national tumutukoy sa
consolidation (1565- teritoryo/lugar na
1898) – komunidad katumbas ng lahat
ay nahati sa ng dako ng
patakarang kapuluan
reduction,
ecomienda,
hacienda, pueblo
municipio,
probinsya

Covar, Prospero.
Mga Batis Larangan: Seminal
Essays on
Philippine Culture
(NCCA, 1998).
11.) K-W-L Technique (know-want-learn technique): a technique used to find out the knowledge of
students at the beginning of a topic, after which they will identify what they want to learn about the new
topic. At the end of the lesson, they will be asked what they learned as a result of the interaction. (Agno,
172)
Topic: PEOPLING OF THE PHILIPPINES
Know
(What you know)
OLD THEORIES
1. The Negritos as the first
aborigines and first
inhabitants of the Phils.
a) “Inland Push” theory
b) Phenotypic evidence
c) Use of living populations
2. Ethnic classification of
Filipinos as Malays’
3. The Philippine was peopled
by “waves of immigrants”
coming from Asia Mainland.
The culture of the Filipinos
today is largely a result of
these immigrations.
(diffusionist, external)
4. Maragtas as a proto-
historical document
Want
(What you want to know)
GROUNDS FOR REJECTING
1. No archeological site to demonstrate the
antiquity of this theory, particularly the
Negritos.
2. Negritos highly mobile and inhabit all kinds
of sites.
3. Negritos are found in forests where non-
Negritos are found.
1. Based on paleontological evidences.
Discoveries.
a) There were men present in the Philippines
and other neighboring archipelago
(Wadjak-Java, Niah Man, Tabon Cave,
etc.), but we will never know who they
were, much less their ethnic identity.
b) Malay is an ethnic term (not a racial term)
based on European label, meaning,
“colonized people.”
a) too simplistic – local development are
ignored
b) unrealistic – to assume physical
characteristics, especially cultural
developments.
c) doubtful – people arrived in periodic
sequences and a foreknowledge as
implied by the term “immigration.” No date
show that each wave of immigrants really
constituted a culturally and racially
homogenous group.
d) impossible – immigrants capable of
maintaining large-scale community
patterns, w/o succumbing to deaths
e) does not allow variant social and cultural
development as a result of local response.
a) Inconsistencies in the original text: old
syllabary writing which can no longer be
traced. Source was secondary material.
- original text by Monteclaro
b) Inconsistent dates
- Beyer – Bornean datus arrived in 1225 AD
- Zaide – 1250 AD
- Songcuya – 1212 AD
- Kalantiao & Sumakwel can’t be 100 years
old.
c) Internal inconsistency
- words used like “kuwarta”, “mais”, “kapok”,
Learn
(What you will learn)
ALTERNATIVE THEORY
1. There were people in the Philippines as
early as 30,500 B.C
a) Ancient man was in Cagayan Valley about
500,000 yrs. Ago. (Homo Erectus
Philippinensis)
b) Cannot tell whether Tabon human fossils
were Negritos or not.
1. People in the region (Indonesia, Malays,
Filipinos) are end result of both the long
process of evolution and later events of
movements of people. They stand as co-
equal ethnic groups.
2. Similarities and differences are due to
adaptation to environment.
1. Movements ≠ to wave migration.
Philippines as a population unit within
which numerous people have become
integrated through long periods of time.
This population is not a product of
planned immigration; rather, it is the end
result of accumulated trickles of peoples,
perhaps through accident voyages.
a) Maragtas document written during the 16th
– 18th centuries was fraudulent.
b) It has been considered a folk history, not
a true history.
 “pinya”, “tobacco”, “tagum” etc.

Source: “Questions & Challenges in Philippine Prehistory.”

12. Geometric Organizer

(paano/bakit)
(saan) -binibigkas na pangyayari
MINDORO sa malaawit na porma ng
tula sa isang pagtitipon o
panayam

AMBAHAN

(sino)
(kailan) Hanunoo,
Sinaunang Mangyan
Panahon

(sumusuportang detalye)
Dito mababakas/makangat ang kagandahang- loob ng mga
Pilipino

(mga) Mahahalagang pananagisag ng tatag:

Inaawit/maririnig nang paulit-ulit, e.g. pampatulog 1.) LINYAW- sagisag ng kariktan
ng bata, sa panliligaw, sa kamustahan, sa 2.) LINONG- katiwasayan sa lugar at kapaligiran
pagpupulong sa kasayahan *nagtataglay ng gusot, galit
mayad- mabuting katangian

Kaganapan Pagpupunyagi sa kagandahang loob

Pagiral ng rupok: -hangaring magpakabuti at pagpapanumbalikang
1.) lut-an –kasamaan, kapangitan, kahinaan kariktan at kaayusan
2.) sungnan – masamang pagnanasa - urog at mayad – sandata ng Mangyan
3.) daot – masamang pakiki-ugnay
*impluwensiya ng:
Taga-patag at ugali at turo ng bayaga
13. Graphs: (a) Bar Graph (b) Circle/Pie Graph (c) Line Graph

14. Checklist

15. Charts (tables, data retrieval cart, structured overviews, feature analysis carts, sets, time
lines, flow charts, outlines).

16. Consequences Wheel. Place the idea, belief, or event in the center circle. Divide the outer circle
into as many segments as you need. A consequence or effect of the belief on people's lives goes into
each segment. Consequences may be positive or negative. http://ssol.tki.org.nz/Social-studies-years-
1-10/Teaching-and-learning/effective_teaching_in_social_studies/Teaching-
strategies/graphic_organisers/Consequences-wheel

17. Structured overview: An overview of a topic, organized in a structured, hierarchical, graphic manner.
 Start with the topic/subtopic heading at the top of the page.
 Determine how many subheadings are going to form the next layer down and organize them
across the page.
 Link the heading to each subheading with a line.
 Determine how many sub-subheadings or key terms each subheading requires, and organize them
across the page.
 Link each subheading to its set of terms with a lighter/thinner line.
A structured overview is a form of concept map . It may be more appropriate to use a concept map rather
than a structured overview when organizing the results of students' brainstorming.
http://ssol.tki.org.nz/Social-studies-years-1-10/Teaching-and learning/
 effective_teaching_in_social_studies/Teaching-strategies/
graphic_organisers/structured_overview
18. T-Chart. A means of organizing information. You may have two columns or more, depending on the
information the students are organizing and the learning outcomes.
Students are to read text, listen to text, view video, view images, and so on to identify the key points
and then enter them in the correct column of the T-chart. http://ssol.tki.org.nz/Social-studies-
years-1-10/Teaching-and-learning/effective_teaching_in_social_studies/Teaching-
strategies/graphic_organisers/t_chart

Cubitt, S., Irvine, R., Dow, A. (1999, p.52). Top Tools for Social Science Teachers. Auckland: Addison
Wesley Longman. www.pearsoned.co.nz

19. Sketch Map. http://ssol.tki.org.nz/Social-studies-years-1-10/Teaching-and-learning/

effective_teaching_in_social_studies/Teaching-strategies/ graphic_organisers/ sketch_map
20. Who Knows Who Grid. Students are each given a grid. They are then required to move around the
class to find a different student to respond to each square of the grid. The students write the name of a
different person in each square and their answer or response as requested. Using the grid on an OHT
and having the teacher fill in all the names of respondents for each square can complete a whole class
sharing. http://ssol.tki.org.nz/Social-studies-years-1-10/Teaching-and-
learning/effective_teaching_in_social_studies/Teaching-strategies/graphic_organisers/Who-
knows-who-grid

Cubitt, S., Irvine, R., Dow, A. (1999, p24). Top Tools for Social Science Teachers. Auckland: Addison
Wesley Longman. www.pearsoned.co.nz

21. Cause & Effect Diagram is the brainchild of Kaoru Ishikawa, who pioneered quality management
processes in the Kawasaki shipyards, and in the process became one of the founding fathers of
modern management. The cause and effect diagram is used to explore all the potential or real causes
(or inputs) that result in a single effect (or output). Causes are arranged according to their level of
importance or detail, resulting in a depiction of relationships and hierarchy of events. This can help
you search for root causes, identify areas where there may be problems, and compare the relative
importance of different causes.
Causes in a cause & effect diagram are frequently arranged into four major categories. While these
categories can be anything, you will often see:
 manpower, methods, materials, and machinery (recommended for manufacturing)
 equipment, policies, procedures, and people (recommended for administration and service).

These guidelines can be helpful but should not be used if they limit the diagram or are inappropriate.
The categories you use should suit your needs. Teachers often create the branches of the cause and
effect tree from the titles of the affinity sets in a preceding affinity diagram.
The C&E diagram is also known as the
fishbone diagram because it was drawn to
resemble the skeleton of a fish, with the
main causal categories drawn as "bones"
attached to the spine of the fish, as shown
below. Cause & effect diagrams can also
be drawn as tree diagrams, resembling a
tree turned on its side. From a single
outcome or trunk, branches extend that
represent major categories of inputs or
causes that create that single outcome. These large branches then lead to smaller and smaller branches
of causes all the way down to twigs at the ends. The tree structure has an advantage over the
fishbone-style diagram. As a fishbone diagram becomes more and more complex, it becomes difficult
to find and compare items that are the same distance from the effect because they are dispersed over
the diagram. With the tree structure, all items on the same causal level are aligned vertically.

To successfully build a cause and effect diagram:

1. Be sure everyone agrees on the effect or problem statement before beginning.
2. Be succinct.

3. For each node, think what could be its causes. Add them to the tree.

4. Pursue each line of causality back to its root cause.

5. Consider grafting relatively empty branches onto others.

6. Consider splitting up overcrowded branches.

7. Consider which root causes are most likely to merit further investigation.
Other uses for the Cause and Effect tool include the organization diagramming, parts hierarchies, project
planning, tree diagrams, and the 5 Why's. http://www.skymark.com/resources/tools/cause.asp
22. Mind Maps. A Powerful Approach to Note-Taking 
(Also known as Mind Mapping, Concept Mapping, Spray Diagrams, and Spider Diagrams)

Mind Mapping is a useful technique that helps you learn more effectively, improves the way that you
record information, and supports and enhances creative problem solving.

By using Mind Maps, you can quickly identify and understand the structure of a subject. You can see the
way that pieces of information fit together, as well as recording the raw facts contained in normal notes.

More than this, Mind Maps help you remember information, as they hold it in a format that your mind
finds easy to recall and quick to review.

About Mind Maps

Mind Maps were popularized by author and consultant, Tony Buzan. They use a two-dimensional
structure, instead of the list format conventionally used to take notes.

Mind Maps are more compact than conventional notes, often taking up one side of paper. This helps you
to make associations easily, and generate new ideas. If you find out more information after you have
drawn a Mind Map, then you can easily integrate it with little disruption.

More than this, Mind Mapping helps you break large projects or topics down into manageable chunks, so
that you can plan effectively without getting overwhelmed and without forgetting something important.
A good Mind Map shows the "shape" of the subject, the relative importance of individual points, and the
way in which facts relate to one another. This means that they're very quick to review, as you can often
refresh information in your mind just by glancing at one. In this way, they can be effective mnemonics –
remembering the shape and structure of a Mind Map can give you the cues you need to remember the
information within it.

When created using colors and images or drawings, a Mind Map can even resemble a work of art!

Uses of Mind Maps

 Brainstorming – individually, and as a group.

 Summarizing information, and note taking.
 Consolidating information from different research sources.
 Thinking through complex problems.
 Presenting information in a format that shows the overall structure of your subject.
 Studying and memorizing information.

Drawing Basic Mind Maps

To draw a Mind Map, follow these steps:
1. Write the title of the subject you're exploring in the center of the page, and draw a circle around
it. This is shown by the circle marked in Figure 1, below.

Figure 1

2. As you come across major subdivisions or subheadings of the topic (or important facts that relate
to the subject) draw lines out from this circle. Label these lines with these subdivisions or
subheadings. (See Figure 2, below.) 

3. As you "burrow" into the subject and uncover another level of information (further subheadings,
or individual facts) belonging to the subheadings, draw these as lines linked to the subheading
lines. These are shown in Figure 3.
4. Then, for individual facts or ideas, draw lines out from the appropriate heading line and label
them. These are shown in Figure 4.

5. As you come across new information, link it in to the Mind Map appropriately.
A complete Mind Map may have main topic lines radiating in all directions from the center. Sub-topics
and facts will branch off these, like branches and twigs from the trunk of a tree. You don't need to worry
about the structure you produce, as this will evolve of its own accord.

Once you understand how to take notes in Mind Map format, you can develop your own
conventions for taking them further. The following suggestions can help you draw impactful
Mind Maps:

 Use Single Words or Simple Phrases – Many words in normal writing are padding, as
they ensure that facts are conveyed in the correct context, and in a format that is pleasant
to read.

In Mind Maps, single strong words and short, meaningful phrases can convey the same
meaning more potently. Excess words just clutter the Mind Map.

 Print Words – Joined up or indistinct writing is more difficult to read.

 Use Color to Separate Different Ideas – This will help you to separate ideas where
necessary. It also helps you to visualize the Mind Map for recall. Color can help to show
the organization of the subject.
 Use Symbols and Images – Pictures can help you to remember information more
effectively than words, so, where a symbol or picture means something to you, use it.
(You can use photo libraries like iStockPhoto to source images inexpensively.)
 Using Cross-Linkages – Information in one part of a Mind Map may relate to another
part. Here you can draw lines to show the cross-linkages. This helps you to see how one
part of the subject affects another.

Key Points

Mind Mapping is an extremely effective method of taking notes. Not only do Mind Maps show facts, they
also show the overall structure of a subject and the relative importance of individual parts of it. They help
you to associate ideas, think creatively, and make connections that you might not otherwise make.

Mind Maps are useful for summarizing information, for consolidating large chunks of information, for
making connections, and for creative problem solving.

To use Mind Maps effectively, make sure you print your words, use different colors to add visual impact,
and incorporate symbols and images to further spur creative thinking.

If you do any form of research or note taking, try experimenting with Mind Maps. You'll love using them!
https://www.mindtools.com/pages/article/newISS_01.htm

C. INSTRUCTIONAL TECHNIQUES USED IN DISCUSSION

1. Round Table Discussion

2. Panel Discussion
3. Brainstorming
4. Discussion Web: used to organize an argument or evidence about an issue, dilemma, or plan.
The topics that are usually discussed are issues or questions that have not yet been answered, or
relates to topics which strike a balance between “yes” or “no”.
5. Cognitive Mapping: used for lessons that relies on cognition. Through the art of questioning,
the structure or concepts are located, the ideas are related with each other; and the lessons are
formed in a light manner. Its steps include: (a) Choose a Topic, (b) Study/Discuss/Analyze
Concepts, (c) Organize the information.
6. Tri-Question Approach: technique used by Gary Goulson that uses three questions: (a) What
happened? (b) Why did it happen? (c) What was the result of the event?
7. Buzzing
8. Circular Response
9. Fora/Symposia
10. Opposing Panel
11. Fishbowl
12. Reporting
13. Workshops

D. INSTRUCTIONAL TECHNIQUES USED IN SOCIAL ANALYSIS

1. Role Play 7. Active Learning

2. Socio-drama 8. Value Clarification
3. Case Study 9. Rephotography/Historical Photography
4. Class Debate 10. Cultural Analysis
5. Modeling 11. Social Analysis
6. Simulation

E. OTHER TECHNIQUES AND ACTIVITIES

1. Techniques used to impart lessons in various disciplines

a) Point-of-View h) Time Capsule
b) Map Making i) Banana Splits
c) Build a Village j) Journey of the Blouse
d) Picture of a Town k) Symbolic Sculpture
e) Historical/Economic Court Trial l) 2 hats, 4 hats lecture
f) Interview of Historical Figure m) Different Viewpoints
g) Concept of Heroes
2. Writing activities: (a) News Releases, (b) Newspaper Front Page, (c) Diaries
3. Physical activities
a) A.V. Corners, Bulletin Boards
b) Debates
c) Dioramas
d) Dramatic skits/soap opera, radio play/broadcasting, musical play, poetry plays
e) Murals
f) Panel Discussion
g) Exhibits/display
 h) Creative Arts – original composition, song parody, song rhapsody, acrostics, nursery
rhymes
i) Political cartoons, editorial cartoons
j) Field trip
k) Chart-making, collage-making, poster making
l) Cartoon strips
m) Scrapbooks, album making
n) Puppets
o) Resource persons/speakers
p) Election exercises, mock elections
q) Class legislature
r) Creating imaginary diaspora
s) Talking Timeline
t) Taped Interview
u) Family Genealogy
v) Film Viewing
4. Games
a) Affinities d) Letter Maze, Crossword Puzzle
b) Historical Bingo e) Others
c) Double Jeopardy

You have to take note that students’ activities in class are classified according to the following:

1. Experiential – activities that provide the students with experience of the actual situation,
e.g., Division of Labor
2. Demonstrational – activities where students can readily identify the outcome of the
situation, e.g., fieldtrips, film strips, model building
3. Organizational – activities that focus on groupings and organization of an idea, e.g.,
making charts, bulletin boards, group projects
4. Reinforcing – repeating knowledge/drill lessons
5. Thought-Provoking – activities that encourage the exchange of ideas, e.g., panel
discussion, debate
6. Speculative – activities that give students the opportunity to speculate, imagine, and be
creative about the topic being discussed.

B. Workshop

1. Introduction. Group the students

2. Workshop Proper
 Workshops on Creative Pedagogy Techniques
 Application of Different Techniques to Specific Disciplines

References:
Agno, Lydia N. Edukasyong Araling Panlipunan (Social Studies Education) Praktikum sa
Pagtuturo. Quezon City: JMC Press, Inc., 1998.

Aspacio, Jun M. Learning by Doing: An Approach to Social Studies Teaching. Social Studies
Teacher. De La Salle-Zobel School.

Dorado, Salve Lindio. Graphic Organizers: Tools for Effective Teaching and Learning. Phoenix
Educator’s Journal (October, 1995).

Produksyon ng mga Materyales sa Agham Panlipunan. UPOU Material.

Villamin, Araceli M. Concept Mapping and Visual Strategies (December, 1993).

http://ssol.tki.org.nz/Social-studies-years-1-10/Teaching-and
learning/effective_teaching_in_social_studies/Teaching-strategies/graphic_organisers

https://nceo.umn.edu/docs/Presentations/NCEO-LEP-IEP-ASCDGlossary.pdf

http://www.sdera.wa.edu.au/media/2134/ccea-section-g-teaching-and-learning-strategies.pdf

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf