CHAPTER 3 Conclusion:
CHAPTER 3: INSTRUCTIONAL STRATEGIES
LECTURE DISCUSSION
OBJECTIVES
• Discuss lecture-discussion as an instructional strategy.
• Explain how lecture-discussion is used in elementary social
studies instruction.
• Advantage and Tips of Lecture-Discussion.
LECTURE-DISCUSSION (can be also called Teacher-led
discussion or classroom discussion)
• Is perhaps the most widely used instructional
strategy across all grade levels and subjects’ area.
• It is a strategy under the direct instruction model
which promotes interaction between a teacher and students
through explicit instruction combined with different levels of
questioning.
• It is applicable in many content areas in social
studies, particularly in explaining new concepts, ideas,
phenomena, and historical events.
FOUR BASIC STEPS OF LECTURE-STRATEGY
1. presenting their objectives and giving an overview
2. PRESENTATION OF THE LESSON – The teacher the use
of question-and-answer techniques and
3. COMPREHENSION MONITORING – The teacher
different strategies of formative assessment.
4. summarize the lesson by highlighting the s information,
and/or sharing evidence-based
ADVANTAGES OF LECTURE-DISCUSSION
Lecture-Discussion is beneficial if used in moderation:
1. It is easy to implement and can be applied in almost all
content areas in social studies.
2. The structured content and the allotted time for
comprehension monitoring aids in mastery of learning which
can, in turn, improve student achievement.
3. Utilizing a wide range of questioning, the teacher engages
students in different ways of thinking.
TIPS
1. Plan the lesson in detail and practice your presentation.
Vocal delivery is important in lecture-discussion. It will be
helpful if you plot your questions and plan how to explain
concepts that will be easily understood by students.
2. Be brief in the presentation of the lesson. Elementary
students have short attention spans. If possible, insert activities
that will capture their attention from time to time.
3. Use a questioning script to develop your questions. A
questioning script is a basic set of questions constructed to
guide students from
lower level to high levels of thinking
4. To increase the effectiveness of delivery, use numerous
concrete examples, media, and graphic/visual organizers.
5. Pause occasionally after giving questions. Provide ample
thinking time and rephrase questions if students do not provide
answers.
6. Lecture-discussion works best if used in moderation and if
integrated with other strategies. Using this as your everyday
strategy may lead to a boring class.
Lecture-Discussion is a strategy under the direct instruction
model which promotes interaction between a teacher and
students through explicit instruction combined with different
levels of questioning.
Lesson 10: Graphic Organizer
Introduction
Upon looking at the curriculum guide, teacher Christine taught
that the topic had many different concepts. This made her
struggle so much in choosing the appropriate teaching
strategies to be used in her mind, she has to consider active
involvement and the pupils' retention. Immediately after, she
was able to craft various diagram that could show different
relationship among certain concepts.
However, she still has to know if crafted diagrams are
effective inside her classroom. In the lesson proper, she was
astonished how her pupils responded in all the activities. Her
pupils became engaged and competitive, particularly in the
writing of answers on the board. At the end of the day.
Teacher Christine was able to validate the effectiveness of her
diagrams. You might remember how your teachers in the past
had used the same strategy as Teacher Christine did. This kind
of strategy is called the graphic organizers.
THINK
-The major breakthrough of the graphic organizer happened in
the 1960s when Ausubel (1963) theorized how new concepts
become facilitating factors that influence learning.
-Ausubel's theories support learner engagement while
learning, most importantly the processing of new information
for meaning construction and longer retention (Marzano,
2007)
Graphic Organizers
-Provide a visual representation in developing a summarizing
students’ learning component. They help structure disjointed
information by creating patterns that represent the
interconnectedness of ideas (Tacalochta&Leibheal, 2008).
Why Use Graphic Organizers?
-It facilitates critical and creative thinking: Graphic
organizer allow the learners to focus only on the high
lightened essential components.
-It organizers information: The human mind is designed to
store information using series of networks.
-It shows relationship: One good relationship example that is
always used in the board to- specific relationship
-It allows self- directed learning: The good thing about
graphic organizers is that it can be used for independent
learning among the learners.
-It encourages interaction: This form of teaching strategy
literally engages the learners to participate in the class
activities.
-It is a form of assessment: Teachers can assess learning both
before and after the discussion.
How To Use Graphic Organizers?
-Familiarize yourself with different types of graphic
organizers
-Explain to students what graphic organizers are and why they
are useful in learning
-Present the specific graphic organizer for a topic. Point out its
subject and organizational framework
-Use example to illustrate the use of some graphic organizers
-Assign the graphic organizer for a topic. Point out its subject
and organizational framework.
-Review students’ work. Generate classroom discussion on the
effective use of graphic organizers.
8 Types of graphic organizers for social studies
1.Assume and Anticipate. Best for formative assessment.
Form of opinion-seeking activity. Example: “What you know,
what you want to know, and what you learned (KWL)”
2.Position and Pattern. The relationship of one concept with
another, in chronological order and how the pattern occurs and
reoccurs in different concepts and events.
3.Group and Organizer. Several ideas or parts are related to
a single category. These can also show a central concept and
it’s corresponding attributes. It can be shown in different
shapes and forms.
4.Compare and Contrast. Use to identify the similarities and
differences between and among concepts.
5.Relate and Reason. Use of inductive and deductive
thinking patterns
6.Identify and Imagine. Use various shapes and forms to
visually represent several concepts or places of information’s.
To connect and analyze relationships among concepts.
Example: Concept map
7.Estimate and Evaluate. It uses visual perspectives.
Example: pie graph where one can assume that the component
which has the largest portion is the most frequently picked.
8.Combine and Create. Construct their own representations,
combination of two or more mentioned organizers.
Lesson 11: Inquiry-Based Teaching Strategy
What is Inquiry
-Is defined as the process of looking and creating information
or knowledge by means of questions.
-The process of inquiring begins with the assembly of
information and data by applying the human senses such as
seeing, hearing, touching, tasting, and smelling (Kumari,
Arora, & Tiwan, Shruti, 2016)
-In 1999, White, Shimoda and Frederiksen developed an
instructional theory that enabled scientific inquiry as part of
instruction among a widespread variety of learners, including
new ones and slow learners.
-Develops the students' metacognitive knowledge and skills
following the process of:
A. Scaffold Inquiry B. Reflection C. Generalization
Some of the benefits of inquiry-based teaching are
as follows:
1. faquiry is dedicated to nurturing the schema of learners
essential to create, communicate, and assess answers coming
from their interests.
2. It helps the learners acquire and process ideas in a logical
way.
3. It encourages intelligent responses which can be practiced
discovering why issues are occurring
QUESTIONING TECHNIQUES
-The art of questioning technique is the most aspect of this
strategy. The teachers must be well exposed to various ways
of posting questions to students.
IDENTIFIED THE DIFFERENT QUESTIONNING
TECHNIQUES THAT SOCIAL STUDIES TEACHERS CAN
USE:
a)Might question. This question does not limit the possible
responses among the learners, WHAT MIGHT HISTORY
BE? WHAT MIGHT BE THE ANSWER TO THAT SOCIAL
ISSUE?
b)What if question. These kinds of questions bring out
creativity, speculation, and rationality among the learners.
It allows the learner to look existing problem from
different angle. WHAT IF THERE IS AN EAETHQUAKE,
WHAT SHALL WE DO? WHAT IF YOU BECOME THE
MAYOR, WHAT PROGRAMS SHALL YOU
IMPLEMENT?
c)Different roles question. This type of question allows the
learners to have a glimpse of possible roles they might
portray in the real world. YOU ARE THE JUDGE; WILL
YOU GIVE YOUR VERDICT IN FAVOR OF THE
SUSPECT? YOU ARE THE TEACHER AND YOU ARE
EXPECTED TO GUIDE LEARNERS.
D.Socratic question. This style combines all the form of
questioning. Socrates has been known in history as the master
of incessant questioning to achieve wisdom.
Gladfy questions. These allow teachers to ask several
questions to push the learners to answer questions.
-WHAT ARE THE ELECTIONS ALL ABOUT?
-HOW IMPORTANT IS IT FOR PEOPLE TO
PARTICIPATE IN THE ELECTIONS?
-WHAT IF PEOPLE WERE NOT ALLOWED TO VOTE?
WHAT WILL HAPPEN?
-WHEN YOU REACH THE LEGAL AGE, WILL YOU
PRACTICE YPUR RIGHT TO VOTE?
Stingray questions. These questions lead to a sudden change
in the course of questions. Sometimes, this is associated to the
drift in the situation.
-YOU SAID THAT LOVE IS THE ANSWER, WILL LOVE
CHANGE THE SITUATION OF THE POOR?
Midwife Questions ~ used to elicit new ideas to the learners
Ignoramous Questions ~ teachers play dumb for them to
elicit responses among the learners
LESSON 12 : CASE STUDY
WHAT ARE CASES?
 According to Kowalski, Weaver, and Henson (1994)
as general narrative descriptions of situations and
incidents.
 In social studies, a case can be anything from an
actual or fictional event, a concrete or abstract issue,
or a historical or current phenomenon.
CASE STUDY
 It is a structured, learner-centered strategy that
explores complex & value-laden issues by way of
using problem-solving & decision-making.
5 CLASSIFICATION OF CASE STUDY
1. Live Case Studies
- These are often based on an ongoing event where
students and real-world actors are simultaneously
examining issues and arriving at solutions.
2. Historical Case Studies
- These are largely based on historical events and can
be depicted as fiction or nonfiction.
3. Economics Case Studies
- These are focused on economic issues that can be
drawn from student’s experiences or from
international or national matters.
4. Social Issues Case Studies
 - These are based on problems and concerns that affect
society.
5. Student-developed Case Studies
- In this type, students are asked to come up with case
studies based on their own experiences and
observations.
3 basic steps in implementing the case study in the social
studies classroom.
1. Briefing – The teacher gives a brief background
about the case.
2. Discussion – Students are given sufficient time to
analyze the given case and develop solutions.
3. Debriefing – The teacher stresses and clarifies social
studies concepts and relates these to students’
analysis and solutions.
The advantages of case study in social studies for students.
 Students are empowered as active agents in the
learning process instead of passive receptors of
information.
 They are also given a platform to provide answers to
issues that real-world decision-makers are dealing
with.
 Develops learners’ critical and creative thinking
skills.
 Communication, collaboration, and conflict
resolution skills are further developed.
Tips that you can use to make your own case study.
Tip no. 1 Choose cases that are complex to provide a
challenge.
Tip no. 2 Emphasize to students that the process is as
important as the product.
Tip no. 3 Use graphic organizers to structure the discussion.
- We have 2 structures that we can use, we have the
Means-End Analysis or MEA, wherein the problem
solver begins by envisioning the end, or ultimate
goal, and then finds the best strategy for reaching the
goal in his current situation and to guide students’
thinking processes. Another one is the Solutions
examination. It is used by people to weigh the
solutions that they come up with in their case studies.
LESSON 13: JIGSAW
What is Jigsaw?
- Jigsaw is a cooperative learning strategy developed
by Elliot Aronson and his colleagues in 1971.
- Created as response to the racial desegregation in the
1970s, It was first implemented by educators and
psychologists in schools in Austin, Texas.
- As a cooperative learning strategy, Jigsaw was
founded on Vygotsky’s social constructivism theory
which suggests that children develop knowledge
through social interaction.
In the Jigsaw Classroom, Social Psychology Network &
Aronson (n.d) outlined 10 steps in implementing this
strategy:
1. Divide students into five- or six-person
home groups. Members should be diverse in
terms of gender, ability, and ethnicity (if
applicable)
2. Appoint a leader for each home group
3. Divide the day’s lesson five to six segments
4. Assign each student in the home group to
learn one segment.
5. Give students enough time to comprehend
and master their assigned segment.
6. Form temporary expert groups by
instructing students with same segments to
sit together. Give them enough time to
discuss the main points clarify questions and
rehearse the presentations they will make
their home group.
7. After the given time, bring students back to
their home groups.
8. Ask each member to present his or her
segment to the group. The leader should
encourage the flow of discussion and the
asking of questions.
9. The teacher should roam around the
classroom and observe the process. Make
appropriate interventions for groups
experiencing difficulties.
10. At the end of the session, give a quiz to
assess students’ learning.
-This is the original Jigsaw strategy that was developed by
Aronson and his colleagues.
ADVANTAGES
o The jigsaw strategy is preferred by many educators
because it has many benefits in the classroom. A
study conducted by Hanze and Berger (2007) showed
that, after implementing jigsaw, students
demonstrated increased feelings or autonomy and
intrinsic motivation.
TIPS
1. Emphasize that each member makes a valuable
contribution to the group. This will minimize the
chances of smart students dominating the
discussion while less-able students talk less.
2. Ensure that the given material are equal length
and difficulty so that they can be mastered by all
students within the given time limit.
3. In some cases, teachers skip the formation of
expert groups, believing that individually
mastering the segment is enough.
LESSON 14: PANEL DISCUSION
What is Panel discussion?
o A panel discussion is a situation in which a group of
people are gathered together to discuss an issue, often
to provide feedback on something, to brainstorm
solutions to a problem or to discuss an issue of public
concern in front of an audience.
o The Panel discussion is a method that encourages the
exchange of ideas that allows the panel members and
the audience to discuss a particular topic.
 Social studies education in the
Philippines is grounded on the theory of
constructivism. The panel discussion
has the underpinnings of the
constructivist classroom climate.
However, constructivist classroom is
more than the teaching strategies
implemented by the teacher; it is more
creating relationships between learners,
teachers, and concepts (Windschitl,
1999). Thus, when properly
implemented, it can be a valuable
teaching strategy that can produce
several advantages in social studies
education.
How to conduct a panel discussion?
 The teacher will act as the moderator. The learners
will act as subject area experts; however the
moderator is not the panelist. Hence, he/she will play
a different role so his/her ability to oversee the flow
of discussion is important.
  Group the learners depending on the number of the
students. It should not exceed seven members.
 The moderator and members should create a list of
interview questions.
 During the pre-event interviews, the moderator
should take good notes and discover interesting
stories and opinions that each panelist can give.
 The moderator, after the simple interview, will the
develop a final list of questions for the actual panel
discussion. Note: The idea is to ask questions to bring
out interesting stories with spontaneity.
Room Set-up and Logistics
o To have a lively discussion, slides should not be used
to replace discussions.
o Don't put your panelists behind the table. It creates a
formal notion and adds distance that prevents good
interaction between the panelists and the audience.
o The best set-up is for the panel discussion to be in
slight semi-circle on comfortable chairs with
moderator sitting in the middle.
o Place the exact number of seats for the expected
panelists. This gets people to sit close to the front so
that the interactions can be better.
o Have a good microphone system ready.
The Moderator Takes Control
 It is the moderator's job to prevent anyone from
disrupting the discussion. The moderator must
actively focus to keep things moving and to prevent
any panelist or audience members for any
disruptions.
 The moderator should introduce the panelists and the
topics to be discussed.
 The moderator asks questions, calling on one or two
panelists for each question. In this way, the
discussion will be kept moving. Don't allow all the
panelists to answer a question simultaneously. Know
when to move on the next topic.
 To ensure spontaneity, a moderator should be
prepared with different sets of questions. Be a
moderator who knows how to easily communicate
questions.
 Make the discussion interactive by polling the
audience with few questions. Who is out there? What
do they do? Find out their area of interest and list
some and ask people to raise hands in response. Give
the audience members a chance to participate.
Timing is Everything
o No more than 40 minutes for the panel discussion,
leaving 20 minutes for audience questions (30 if the
discussion is lively) is the rule. However, because of
the number of groups to be accommodated, the time
can be cut short.
o To ensure audience attention, the teacher-moderator
can give questions to some audience members ahead
of time.
o In case the audience members want to take over, it is
the role of the moderator to keep them in their seats
and ensure the smooth flow of the activity.
LESSON 15: Technology Based Interactive
Teaching Strategy
o Technology has been over-associated with 21st
Century teaching and learning process. Having LED
TVs and LCD projectors inside classrooms became
the norm. The ways teachers incorporate technologies
into their classroom implies something about their
professional practice.
o One of skills to be harnessed among Filipino learners
is the information, communication, and technology
(ICT) skills. To achieve this, teachers must be able to
infuse technology in their instruction to immerse the
learners in a more interactive manner.
 As stipulated in DepED Order No. 42,
s. 2016, the integration of technology
inside the classroom shall be grounded
on these bases:
 ICT integration in teaching and
learning involves all activities and
processes with the use of
technology that will help promote
learning and enhance the abilities
and skills of both learners and
teachers.
 The use of computers can speed up
the preparation of daily lessons,
this way teachers can support each
other by having a repository of
lesson plans to refer to in preparing
for their daily lessons.
 Teachers can plan learning
opportunities that allow learners to
access, organize, and process
information, create and develop
products, communicate and
collaborate with others using ICTs.
ADVANTAGES
1.Using technology in the classroom allows you to experiment
more in pedagogy and get instant feedback.
2.Technology in the classroom helps ensure full participation.
3.There are countless resources for enhancing education and
making learning more fun and effective.
4.Technology can automate many of your tedious tasks.
5.With technology in the classroom, your students have instant
access to fresh information that can supplement their learning
experience.
6.We live in a digital world, and technology is a life skill.
DISADVANTAGES
1. Technology in the classroom can be distraction
2. Technology can disconnect students from social
interactions.
3. Technology can foster cheating in class and on
assignments.
4. Students don’t have equal access to technological
resources
5. The quality of research and sources they find may not
be topnotch
6. Lesson planning might become more labor intensive
with technology
ADDIE MODEL
1. Analysis- This phase is considered the goal setting
stage.
2. Design- In this stage, all goals, tools and
performances are laid down, ready for the next stage
3. Development- This stage starts with the production
and testing of various methodologies used in the plan.
4. Implementation- The key word in this stage is
procedure.
5. Evaluation- This final stage evaluates both the
process and the outcomes of the model.
ANALYSIS PHASE “Goal Setting Stage"
 The focus of the designer in this phase is on the target
audience. It is also here that the program matches the
level of skill and intelligence that each
 student/participant shows. In this phase, instructors
distinguish between what the students already know
and what they should know after completing the
course.
 Instructional Goals
 Instructional Analysis
 Learnee Analysis
 Learning Objectives
DESIGN PHASE
 This stage determines all goals, tools to be used to
gauge performance, various tests, subject matter
analysis, planning and resources. In the design phase,
the focus is on learning objectives, content, subject
matter analysis, exercise, lesson planning, assessment
instruments used and media selection.
 Design Assessment
 Choose Course Format
 Create Instructional Strategy
DEVELOPMENT PHASE
 This phase starts the production and testing of the
methodology being used in the project. In this stage,
designers make use of the data collected from the two
previous stages, and use this information to create a
program that will relay what needs to be taught to
participants. If the two previous stages required
planning and brainstorming, the Development stage
is all about putting it into action. This phase includes
three tasks, namely drafting, production and
evaluation.
 Create Sample
 Development the Course Material
 Conduct a Run Through
IMPLEMENTATION PHASE
 This phase includes facilitators training the learners
for the testing procedures, course curriculum, and
learning outcomes, as well as preparing them on the
testing procedures of the new tools.
 Prepare Instructor
 Prepare the Student
 Arrange Learning Space
EVALUATION PHASE
 In this phase, the instructional designer will gather
important data and information and keep an eye on
the results and progress so that the evaluation phase
is a success and also because he can improve and
become a better instructional designer.
 Formative Evaluation
 Summative Evaluation
List of Application for Teaching
 Reading Eggs- Is a multi-awarded application that
helps children to read.
 Curious World- This app is packed with various
types of activities to educate and amuse children.
 Mental Up- This type of app enhances the critical
thinking skills of children as they solve different
types of problems in various ways.
 EdModo- Is a social platform used for
communication, polling, assignments, quizzes, etc.
Teachers can easily send handouts and quizzes on
this app.
 Kahoot! - Is an app that teachers use to facilitate
online and real time quizzes.
 BrainPOP- Generates animated educational content
that adds excitement to lessons.
 Khan Academy- Is a non-profit open-source
educational website which aims to change education
for the better.
 Socrative Students- This app establishes an
interactive environment for learning.
 Nearpod- Allows teachers to create interactive
lessons, presentations, assessments, and lesson
contents.
 Quizlet- Teachers can explore the content in this app
which can be used for assessments.
 EduBlogs- Allows teachers to easily create and
supervise learner blogs.
 Google Earth- Offers the means to present
geographic data from wide variety of sources
together in a geospatial context.
 ShowMe- Interactive whiteboard app allows teachers
and students to create ShowMe presentations that can
be shared via the device to a group of students.
 Book Creators- It a rare lesson creation app that is
very accessible.
 Showbie- This app can help teachers to distribute
assignments easily and quickly, handouts, videos etc.
to students.
 EduCreators- This is an app engineered for teachers
to present lessons that can be shared to students,
other teachers and parents.
LESSON 16: ROLE-PLAY AND SIMULATION
Role-play and simulation activities- are one of the most
effective ways of integrating skills in the classroom.
Role-play- is an unrehearsed dramatic presentation. -the
learner takes on a different role (and perhaps identity) from
his/her normal one by 'playing the part' of different person.
Simulation- it requires the learners to take part in
communication that involves personal experience and
emotion. usually in the form of a game.
Role-play and simulation- are founded on the experiential
learning theory of Dewey (1938) and Kolb (1975) which
believes that students learn best when they are presented with
concrete experiences they can reflect on, analyse, and test in
new situations.
- In social studies, these two strategies are useful in examining
abstract concepts, controversial issues, and topics that entail
an examination of beliefs, attitudes, and moral decisions.
Steps
1. Initiation and direction- This involves setting the stage for
the role-play or simulation by identifying and discussing the
problem to be resolved or situation to be experienced by the
students.
2. Describing the scenario- The teacher presents the situation
through explicit instruction or media presentation (showing a
picture, watching a video, reading a story, etc.,)
3. Assigning roles- The teacher selects members of the class
and assigns them characters. They are briefed about their
roles.
4. Enactment- Students present their scenarios or engage in
the simulation.
5. Debriefing- This is considered as the most integral part
because of reflection, generalization, and conclusion take
place here.
Advantages
1. They make abstract concepts and ideas more concrete by
letting the students experience them in a safe and non-
threatening way.
2. Useful in helping students develop a sense of empathy and
social awareness.
3. They have to think of how others might feel and what
consequence they may face.
4. Makes students highly enthusiastic and motivated.
Tips
1. Know your students.
2. Constantly remind students that the roles represent the
character and not their classmate to avoid type casting.
3. Assign task to the audience.
4. For computerized simulation, always preview the content.
5. Be aware of your own role as a teacher.
LESSON 17: FIELD STUDIES
Field studies are learning experiences outside the four corners
of the classroom. Field studies defines “field experience”
Field studies enable the learners to personally gather and
analyse data in their own context. In a nutshell, field studies
provide learning experiences that transcend a regular
classroom through direct experiences and observations.
Field trips can be done within the school campus, the school
vicinity, in a local museum, and many other places and last for
several hours.
Field Trip requires money you need to pay in order to go
to the Field that you need to observe or study
While service learning is voluntary perfect Example is
OJT or work immersion
During field studies- learning takes place in a reality-based
context rather than mediated by videos or books. It gives the
learners a taste of the outside world which allows them to
clearly see what happens in their community. The optimum
benefit of field studies for teachers is that it allows the learners
to target a wide range of learning competencies. It also allows
teachers to employ authentic tasks that are reflective of the
curriculum
Compared to field trips- field studies highlight more student
involvement because the learners are directly involved in the
planning, implementation, and assessment of the activity,
Field trips usually happen on a long-distance trip such as
going to national museums or any other related places. What is
good about field studies is that they could take place in nearby
areas such as rivers, government offices, supermarkets, and
even Inside the school campus.
Field studies are beneficial to both teachers and students.
For students, it creates learning opportunities that promote
critical thinking, long-term retention, positive attitudes toward
subjects, appreciation, and increased curiosity.
Teachers also benefit from field studies. The series of
excursions add now educational perspectives through
"teachable moments "that rarely happen in the classroom
(Manner, 2018)
Why use field studies?
It provides experiential learning. Field studies offer an
opportunity to witness objects and events not accessible at
school. Direct contact and observation encourage a more
concrete learning experience than merely showing videos or
Images
It targets specific skills and knowledge. Being able to
experience things provides learners an opportunity to practice
skills and appreciate values that cannot surface elsewhere.
It strengthens schema. The experiences in the field stimulate
higher understanding and appreciation of previously learned
concepts by means of validation.
It motivates values development. Exposure to a phenomenon
stimulates appreciation and concern for the visited event or
place.
Challenges in field studies
-Curriculum alignment. One of the most defeated purposes
of field trips is their curricular relevance. Sometimes, if not
most of the time, the curriculum aspect is replaced by leisure
engagement. To ensure curriculum alignment, teachers must
thoroughly plan and execute the desired learning outcomes
before any other purpose.
-Lack of understanding of field studies. Before conducting
the activity, teachers must ensure that their learners have fully
understood the nature and purpose of the field study. Failure to
do so can contribute to the downfall of the activity. Hence, as
part of the preparation, teachers should teach the essential
kick-start concept to the learners.
Costly- Financial requisite is the biggest problem in this
teaching strategy. This is also the reason why teachers tend to
engage in virtual field trips rather than actual site visits
Preparation Time- Field studies require much time, from
preparation classroom discussion and assessment. While it is
very important, it is also a fact that it could interrupt other
teaching schedules. This now anticipates necessary
adjustments in teaching hours and topics.
Safety- This is the most debated issue, among others. In recent
years, we had witnessed various events where student safety
became the talk of the town. This resulted in the passing of
government and institutional policies. Recently, the
Department of Education lifted the moratorium on off-campus
activities and implemented new guidelines that adhere to K-12
demands. To ensure safety, all schools must abide by its
provisions
What to Keep in Mind When Planning and Doing Field
Studies?
For a smooth and successful field study, the Centre for
Teaching and Learning (2019) enumerated things that teachers
need to keep in mind in planning and conducting the said
activity
Awareness- In a starter kit, teachers basically have to
condition the learners before the actual visit. Teachers need to
point out the purpose, the dos and don'ts during the visit, and,
most importantly, the assessment part. Having a prepared
mind comes with responsibility and accountability. The
learners will be able to learn about their freedom as well as
their limitations while enjoying data gathering.
Engage- The most significant factor that teachers need to
highlight is Student Involvement. They have to plan out every
detail and experience that the learners need to undergo
through. Keep in mind that all the learners must be exposed to
the same degree of engagement to ensure that all of them are
learning.
Metacognitive Learning- The excitement should not stop on
the site visit itself. The most important part still is the
deepening and valuing of knowledge and skills learned from
experiences. Never let a good learning opportunity pass away
without ensuring learning.
Build Upon- Curiosity signals effective and motivational
learning. To start up the curiosity among the learners, teachers
must conduct prior research on the environment or event that
they have to visit. Imposing trivial questions and
supplementing information during the conduct of the study
augments interests and encourages deeper learning among the
learners.
Illustrate- Never fail to integrate ideas into real life. The
integration could happen during the on-site visit or inside the
classroom. Experiential learning becomes more effective when
it is placed in a real context. Learners should be able to see the
applicability of learned knowledge so that they can
successfully live what they have learned.
Assess- As part of the educative process, it is relevant to
ensure that the learners have gained the desired competencies
and knowledge. This could be done through effective,
meaningful, and aligned assessment activities.
Field Study Tool Kit
The success of any activity greatly depends on the extent of
the teachers' preparation. As earlier mentioned, field studies
allow learners to gather information for classroom activities or
discussions. Hence, teachers must know how to create their
own data-gathering tools to be used by their learners.
LESSON 18: SERVICE LEARNING
SERVICE LEARNING
- According to the National Service Learning Clearinghouse
“Service Learning is a teaching and learning strategy that
integrates meaningful community service with instruction and
reflection to enrich the learning experience, teach civic
responsibility, and strengthen communities.”
- It is different from volunteerism and community service
kasi aside sa nag proprovide ka ng service in the
community, sa service learning merong tinatarget na
specific knowledge, skills, and values na dapat ma acquire
or ma develop nung mga bata.
Example. OJT AND WORK IMMERSIONS
- It is rooted from the Experiential Learning Theory which is
yung learning by doing.
3 TYPES OF SERVICE LEARNING
1. DIRECT SERVICE LEARNING
- This requires students to come in direct contact with the
community or people in need.
2. INDIRECT SERVICE LEARNING
- This entails students to channel resources for a certain
project without directly interacting with the people they intend
to help
3. ADVOCACY ACTIVITIES
- These requires students to engage in work on behalf of a
specific cause.
STEPS IN IMPLEMENTING SERVICE LEARNING
1. Preparation
- providing the students with the necessary skills and
information for the project. After the discussion of social
studies content, the teacher and students brainstorm possible
activities explore their roles, and identify budget and resources
among others.
2. Action or Service
- here the project is commenced and actualized.
3. Evaluation and Reflection
- refers to the act of thinking critically about their experience
in the project. Dito teacher can ask his/her students na irelate
yung lesson nila dun sa experiences nila sa project, pwedeng
mag pa gawa si teacher ng reflection tasks like journal,
portfolio etc.
4. Celebration
- culminating activity. Giving thanks to all the participants and
allowing the students to also share also their experiences to
other students, parents, teachers and administrators.
ADVANTAGES
- It helps breakdown the barrier between the classroom and
real life.
- Students are given opportunities to apply what they have
learned in real life setting.
- It makes students feel empowered
- It enhances the relationship between students, the school and
the community.
CHALLENGES
- Costly ( transportation, and for resources needed)
- Time constraints
- Fear of working with unfamiliar populations and issues.
- Students may lack the skill or desire.
UNIT IV
LESSON 19: ASSESSMENT STRATEGIES FOR
SOCIAL STUDIES
ASSESSING LEARNING IN SOCIAL STUDIES
ASSESSMENT- It is a method or tool that
educators used to evaluate or measure students
learning and development.
Assessment determines the children’s understanding of
what is being taught and how well they can apply it to their
daily lives. Ang assessment daw ay ang pangangalap ,
interpretation at paggamit ng impormasyon to support
teacher decision making, sabi pa nya na ang assessment
isang umbrella concept that encompasses different
techniques, strategies and uses. It is much more than
simply testing”.
Assessment is the primary means by which
students can tell if and how they are progressing,
and by which teachers can tell if their teaching is
‘working or effective'.
The National Council for the social studies (or NCSS)
is one of the leading advocates of social studies education,
they argued that social studies assessment methods should
always be aligned with the goals of social studies,
encompassing objectives and have more authentic tasks.
How do we know students are learning? Because
assessment often provides only small snapshots of
learning, this session provides teachers with a variety of
tools and strategies to assess students' learning in
formal, informal, ongoing, and culminating ways.
Kurfman 1991 and Kortes 1988, definition in assessment
in social studies
Based on my understanding sa definition nilang dalawa sa
assessment in social studies.
Yung first statement which is ung kay kurfman about siya
sa measurement ng knowledge and understanding ng mga
students sa social study, so nag suggest naman ang ibang
scholars or yung mga may specialties sa field ng social
studies ayon kay kurfman na gawing multiple choice ang
test sa mga students pero bigo parin or failed parin sila na
ma assess ang knowledge and understanding ng mga
students dahil narin sa wala silang appreciation and focus
sa social studies, ayon naman kay korets ang pag bibigay
naman ng essay type of exam sa mga students is very time
consuming lalo na during exam.
Building alignment between assessment and learning
outcomes also allows you to develop and communicate the
 pathway for students' learning progression. It enables you
to explain what knowledge and skills were expected on
entry to the course and the knowledge and skills that will
be developed throughout the course.
The primary purpose of assessment is to
improve students’ learning and teachers’
teaching as both student and teacher respond to
the information that it provides
Assessment is important in Social Studies because it gives
the teacher a sense as to what level their students are at,
kung hanggang saan naba ung natutunan nila . At para
malaman din ng mga teacher kung effective ba ung mga
teaching strategies nila sa mga students. Kung need pa ba
itong ih improve in order for his /her students to acquire
knowledge and learn more.
Characteristics of 21st century assessment
Cajigal and Mantuano 2014 Identify the attributes of 21st
century assessment:
What is Formative assessment?
Formative assessment includes both formal and
informal processes the teachers and students used to
gather data for the purpose of identifying next steps in
learning (Chappuls, 2015)
Formative assessment is also the use of gathered
information to adjust teaching and learning to maximise
the development of the learners in a nutshell what makes
formatting assessment formative is the immediate usage
of information to adjust teaching for maximum learning.
(Shepard, 2009)
Formative assessment also known as ASSESSMENT FOR
LEARNING
Examples of formative assessment: QUIZZES its
either long or short quiz, reporting, reflections
and written reports.
Purpose of formative assessment table
1. Before the lesson- teachers asking a question to his/her
students what is their insight about sa topic o kaya naman
ano na ba ang napagaralan nila before about sa topic. Pre-
test best example to test the knowledge of the students if
ano ung alam nila sa topic.
2. During the lesson- activities examples: role
play, recitation, sharing thoughts in the middle of
the discussion.
3. After the lesson- at the end of the discussion teachers
ask the class if they understand the lesson sometimes
may short quiz or reflection about what have you learned
from the lesson.
Collaborative Informative assessment
It is a technique informative assessment that enhances the
level of student knowledge acquisition through interactive
process. Here in collaboration informative assessment
teachers allows the learners to support each other’s
learning to produce evidence of their learning through
discussion, games, group activities and group projects.
What is summative assessment?
Traditionally, summative assessment are done at the
end of every lesson or unit using a paper and pencil
test to identify student achievement. In recent years
the definition of summative assessment has been
transformed. it can be classified as any instrument or
task whose result are you stood firm in the extent of
learning.
The goal of summative assessment is to evaluate student
learning at the end of an instructional unit by
comparing it against some standard or benchmark.
What is assessed in the classroom?
As teachers, it is sole responsibility to plan ,And execute
effective assessment strategies in order for us to achieve
this, we must first understand the requisites of classroom
assessment.
Components of summative assessment
In written works- reflection essay, reaction paper, about
sa what have you learned from the entire lesson of
chapter. Summarize your knowledge through written
form.
Performance task, it can be role play, final report,
Research defence any group work.
Quarterly assessment. Pinaka best example is yung
exam. Every end of the quarter nagkakaroon ng exam
ung mga students to summarize their knowledge. In
elementary nay apat 4 na quarter.
Curriculum guides are documents used by states, school
districts and individual schools to guide teachers in their
instruction. Many guides are detailed, giving teachers a
specific scope of what to teach and when. Many provide
additional resources, such as necessary materials and
assessment tool’s.
Content Standards
These are standards that provide the essential knowledge
that the learner must learn.
Performance Standards
This sets of education praises described a skills and
abilities to be exemplified by learners in connexion to the
content standards and 21st century skills development.
Learning Competencies
Learning competences are the set of knowledge, skills,
an attitude that is too dense need to understand and
demonstrate in every lesson or performance.
Concept Development
The educational milieu In the K12 curriculum is
standard base where in various learning standards are
arranged in progression. this is the central theme of
concept development inside the classroom.
The Cognitive Process Dimensions
TRADITIONAL AND AUTHENTIC  Opportunities to practice new skills
ASSESSMENT IN SOCIAL STUDIES • USING PERFORMANCE-BASED
ASSESSMENT IN SOCIAL STUDIES
Traditional Assessment

• To evaluate if the students have learned the What is Performance-based Assessment?

content; to determine whether or not the students
are successful in acquiring knowledge; to ascribe a It is a set of strategies for the acquisition and application of
grade for them; to rank and compare them against knowledge, skills and work habits through the performance
standards or other learners. of tasks that are meaningful and engaging to students.

Examples of Performance Tasks:

• Provides teachers a snapshot of what the students know
A traditional test (TT) asks a student to select or give a •Individual or Group projects
response.
•Portfolio
Authentic Assessment
•Performances •Journals
• to measure students’ proficiency by asking them
to perform real life-tasks; to provide students Types of Performance-based tasks:
many avenues to learn and demonstrate best what
•Skills demonstration
they have learned; to guide instruction; to provide
feedback and help students manage their own •Group presentation
learning; to also evaluate students’ competency
•Oral work
• Provides teachers a more complete picture of what the
•Multimedia presentations
students know and what they can do with what they
know •Research projects
An authentic assessment (AA) asks them to perform a task.
Things to remember in planning and implementing
Which assessment type is better? performance tasks:
For the past years, there have been emerging concepts •Teach the requisite knowledge
that teachers in the 21st century must implement,
including innovations in the classroom such as the •Create and communicate the scoring rubric
authentic form of assessment.
•Be a facilitator
Authentic assessment is perceived to be far more
effective, and psychomotor. However, traditional Strengths of Performance-based Assessment
assessment is also equally important inside the
•Performance assessment clearly identifies and clarifies
classroom, particularly during unit and periodical
learning targets.
exams.
Traditional Assessment Advantages: •Performance assessment allows students to exhibit their
own skills, talents, and expertise.
1. Easy to score; Teachers can evaluate students more quickly
and easily. •Performance assessment advocates the constructivist
principle of learning.
2. Less time and easier to prepare; easy to administer
•Performance assessment uses a variety of approaches to
3. Objective, reliable and valid student evaluation.
4. Economical •Performance assessment allows the teachers to
Authentic Assessment Advantages: explore the main goal and processes of teaching
and learning.
 They are considered “More Valid”:
 Teach students to handle problems in Real-life-
LIMITATIONS OF PERFORMANCE-BASED
situations
ASSESSMENT
 Students are given opportunity to practice
interdisciplinary knowledge and skills. The 01. Development of high-quality performance assessment
teachers foster skills across the disciplines in
their students 02. Performance assessment requires a considerable
amount of time to administer