Module 9

Lecture – Discussion

Lecture-Discussion is perhaps the most widely used instructional strategy afros all
grade levels and subject areas. Also called teacher -led discussion or classroom
discussion, it is a strategy under the direct instruction model which promotes
interaction between teacher and students through explicit instruction combines with
different level of questioning. This strategy is preferred by many teachers to veer away
from the negative connotation of a lecture (i.e., the teacher dominates the discussion
while the students are only seen as passive recipients of information) and recitation
(i.e., a fast-paced interaction between teacher and students where teachers ask mostly
knowledge -level-questions).
The Lecture-discussion strategy is founded on the theory of education which believes
that students internally organize and process the information they receive, thus making
them active participants in the learning process. Under this strategy, students, explore
ideas and concept, develop lower ore
Der and higher order thinking skills. Engage in problem-solving and group decision-
making, and develop informed opinions based on evidence (Wilen, 2004) The lecture-
discussion strategy is applicable in many content areas in social studies, particularly in
explaining new concept, ideas, phenomena, and historical events.
Steps:
The Lecture-discussion strategy is done by following these four basic steps:
• Introduction. The teacher begins the lesson by providing a motivation activity,
presenting the objectives, and giving an overview of the topic.
• Presentation of the Lesson. The Teacher proceeds to the unfolding of the
topic through the use of question-and-answer techniques and visual
organizers.
• Comprehension monitoring. The teacher checks the students understanding
through different strategies of formative assessment.

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• Integration and Closure. Students summarize the lesson by highlighting the
important points, synthesizing old and new information, and/or sharing
evidence-based conclusions.

Advantages
While there are many educators who warn against the use of direct instruction
strategies, lecture-discussion is beneficial if used in moderation. First, it is easy to
implement and can be applied in almost all content areas in social studies. Its
greatest strength lies in its efficiency in imparting information since teamers
transfer the same amount of knowledge to all students in the classroom within a
short period of time. Also, the structured content and the allotted time for
comprehension monitoring aids in mastery of learning which can, in turn, improve
student achievement. Lastly, by utilizing a wide range of questioning, the teacher
engages students in different ways of thinking –from concrete to abstract, from
convergent to divergent and from lower order to critical and creative thinking skills.

Tips
• Plan the lesson in detailed and practice your presentation. Vocal delivery is
very 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.
• Be brief in presentation of the lesson.
• Use a questioning script to develop your questions.
• To increase the effectiveness of delivery, use numerous concrete examples,
media, and graphic/visual organizers (i.e., concept map, semantic web,
Venn diagram).
• Pause occasionally after giving questions.
• 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.

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_____________________________________________________________________
Experience
Study the sample Daily lesson plan below and analyze how the lecture-discussion
strategy is utilized in the elementary social studies classroom.
Grade Level 4
Learning Area Araling Panlipunan
Quarter Ikalawa

I. Objectives
Naipamamalas and pag-unawa sa pagkakilanlang
Content Standard Pilipino
Batay sa pagpapahalag sa pagkakaiba-ibang ng mga
pamayanang pang-kultura
Naipagmamalakiang pagkakakilanlang Piipino batay sa
Performance Standard pag-unawa, pagpapahalag,at pagsusulong ng poangkat
kultural ,pangkat etni-linggwistiko at iba pang pangkat
panliounan na bunga ng migrasyon at “inter-marriage”.
Learning 1. Natutukoy ang mga pamanang pook bilang bahagi ng
Competencies/Objectives pagkakakilanlang kultural Pilipino.
2. . Naipaliliwanag ang kahalagahan ng mga pamanang
pook sa kultura ng mga Pilipino.
3. Nakapagmumugnkahi ng mga pamamaraan upang
mapangalagan at maipagmamalaki ang mga pamanang
Pook.

II. Content Mga PAmanang Pook

III. Learning Resources

References Araling PAnlipunan 4 Learner’s Module

Araling PAnlipunan 4 Teacher’s Guide
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 ⚫ Laptop
Other Learning ⚫ Projector
Resources ⚫ Speaker
⚫ Worksheet
⚫ Semantic Web ng Kultura
IV. Procedures
1. Pagganyak (7 minuto)
Panoorin sa klase ang music video ng “Piliin Mo Ang
Pilipoinas” na ikinanta ni Angelinw Quinto.
Itatanong ng guro sa klase and sumusunod:
Before the Lesson A. Anu-ano ang mga pook na ipinakita sa music video
B. Nakapunta na ba kayo rito?

IV. Paglalahad ng mga layunin at paksa (3 minuto)

Ipapabasa sa mga mag-aaral ang mga launin ng aralin.
“sa mga nakaraang aralin, pinag-aralan natin ang iba’t-
ibang materyal at di-materyal na kultura ng mga Pilipino.
Ngayong araw na ito. Pagtutuunan natin ng pansin ang
mga pamanang pook”

1. Talakayan (15 minoto)

Gamit ang power point, ilalahad ng guro ang kahulugan
ng pamanang pook. PAgkatapos nito ay magpapakita ng
mga larawan ng mga pamanang pook sa iba’t-ibang
rehiyon ng Pilipinas. Guguhit din ng talahanayan ang
gurosa boards upang maging gabay sa talakayan. Mga

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 mag-aaral ang sasagot at magsusulat ng impormasyon
bubuo sa talahanayan.

Pamanang Saan ito Paano nito

Pook matatagpuan sinasalamin ang
During the Lesson pagkakakilanlan
ng rehiyon o
bansa?
Simbahan ng
Panay
Intramuros
Magellan’s
Cross
Banaue RIce
Terraces
Mount
Hamiguitan
Wild Life
Sanctuary

Pagkatapos mapunan ang talahanayan, iatatanong ng

After the Lesson guro and sumusunod:
1. Bakit mahalaga ang pangangalaga sa mga pamanang
pook
2. Paano ka makakatuong sa pangangalaga ng at
pagmamalaki sa ating mga pamamanang pook?

III. Comprehension Monitoring (10 minuto)

MAgpapasagot ang guro ng worksheet na kagaya ng
talahanayan.

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 I. Integration (5 minuto)
Magpapakita ang guro ng semantic web tungkol sa j
Kultura, ang dalawang uri nito, at mga halimbawa upang
makita sa mga mag-aaral ang kaungnayan ng
pamanang pook ang pagkakakilanlang kultura ng mga
Pilipino?

II. Kasunduan
Sa short bond paper, gumuhit ,maagdikit omagprinta
ng larawan ng isa sa mga pamanang pook sa Pilipinas.
Ilarawan ito at ipaliwanag ang kahalagahan njito sa
pagkakakilanlang kultura ng mga PIlipno,Ipapasa ito sa
sumusunod na pagkikita .
Pamantayan sa Paggrado:
Nilalaman----10%
PAgkamalikhain at kalinisan - 5%
Mekaniks at organisasyon --5%
KABUAAN --- 20 %

___________________________________________________________
Assess
1. How is the lecture-discussion strategy different from lecture and recitation?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why is lecture=-discussion considering a direct instruction strategy?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the benefits of using lecture-discussion in instr4uction?

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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
Challenge
The Lecture-Discussion model is highly patronized in social studies given that the
subject covers a wide range of content and teachers are presumed to finish the
curriculum because of standardized test. Do you think scenario affect the quality of
instruction? Why or why not?

_____________________________________________________________________
Harness
Read the K to 12 Curriculum Guide for Social Studies and choose one lesson from Grade
1 to 6. Develop a Daily Lesson Plan that utilizes the lecture-discussion strategy
Strategy. Use the format of sample daily lesson plan found in experience:

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 Module 10
Using Graphic Organizers

Think:
Learning is a painful process, as we say it in the field of academe. Learners have to
face complex ideas and demanding tasks for them to achieve their goals and ambitions
in life. Learning how to effectively think is the key to this issue and, believe it or not,
there are possible ways to lighten up the burden of learning. While some aspects that
we know may be forgotten, our capacity to learn is constant. Therefore, we must find
effective learning strategies for us to acquire3 necessary information and apply it in
real life.
The major breakthrough of the graphic organizer happened in the 1960’s when Ausubel
(1963) theorized how new concepts become facilitating factors that influence learning.
He purported that the brain organizes and stores information in a systematic manner,
revolving around existing schema. The schema already contained a certain knowledge
and, therefor4e, arranged in a new schematic framework that makes information easier
to comprehend and remember. Ausubel’s theories support leaner engagement while
learning, most importantly the processing of new information for meaning construction
and longer retention. (Manzano, 2007)
Graphic organizer provides a visual representation in developing and summarizing
student’s learning components. They help structure disjointed information by creating
patterns that represent the interconnectedness of ideas. These Facilitate effective
learning by enabling the learners to see information in a pattern that uses labels. The
main function of graphic organizers is to present information in precise ways to
highlight relationship and the organization of concepts.
Why Use Graphic Organizers?
1. It facilitates critical and creative thinking.
2. It organized information.
3. It shows relationship
4. It allow self-directed learning.
5. It encourages interaction

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 6. It is a form of assessment.

How to use Graphic Organizers

Teachers are faced with various dilemmas in planning and implementing their
lessons. As mentioned earlier, the use of graphic organizers in the instruction reveals
many positive outcomes. However, it is not to do so. In order to transform the
instruction to the next level, the following procedures are recommended (Curriculum
Development Institute, HK, 2001)
1. Familiar yourself with different types of graphic organizer
2. Explain to students what graphic organizer are and why are useful in learning
3. Present the specific graphic organizer for a topic. Point out its subject and
organizational framework.
4. Use example to illustrate the use of some graphic organizer.
5. Assign the graphic organizer as an individual, paired, or group activity
6. Review students’ work, generate classroom discussion on the effective use of
graphic organizers.

Eight types of Graphic Organizers for Social Studies

The use of Graphic organizers inside the classroom is relevant in promoting effective
social studies education. It boosts active participation and maximizes teaching and
learning. Having seen the same importance, Gallavan and Kottler (2007) discussed it
according to the purposes of learning.
1. Assume and anticipate. This form of graphic organizer is best for formative
assessment. Where teacher evaluate the schema and maximize of the learners on a
certain topic. This could be done in a form of opinion-seeking activity where the teachers
introduce a topic or issue that learners have to answer. As the discussion unfolds, the
teacher and learners return their answer for validation. The most common example here
is the “what you know, what you want to know, what you what to know, and what you
learned. (KWL).
What I know What I what to Know What I learned

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2. Position and Pattern.

3. Group and Organize

Plants Aniamls

flower dog

rootcrop
op goat

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4. Compare and Contrast

5. Relate and Reason.

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 6. Identify and Imagine

1 2 3

7. Estimate and Evaluate

Example is Pie graph;

8. Combine and create. Among others, these organizers allow both students and
teachers to construct their own representations. These can be a combination of two
more previously mentioned organizers, they give the teachers and students the freedom
to choose organizes that will represent what they have in mind .

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EXPERIENCE
Study the sample Daily Lesson Plan below and analyze how the graphic organizers
are utilized in the elementary social studies classroom.
Grade Level 2
Learning Area Araling Panlipunan
Quarter Una

I. Objectives
Content Standard Naipamamalas ang pag-unawa sa kahalagahan ng
kinabibilangang komunidad.
Performance Standard Malikhaing
nakapagpapahayag/nakapagsasalarawan ng
kahalagan ng kinabibilangang komunidad.
Learning Competencies/ 4. Nailalarawan ang panahon at kalamidad na
Objectives nararanasan sa sariling komunidad
a. Nasasabi ang iba’t ibang uri ng panahong
nararanasan sa sariling komunidad (tag-ulan at
tag-init)
II. Content Ang Aking Komunidad
III. Learning Resources
References Araling Panlipunan 2 Learner’s Module
Araling Panlipunan 2 Teacher’s Guide
Other Learning Resources ◼ Cut-outs at Cartolina Paper
◼ Mga babasahin
◼ Chalk at Marker
IV. Procedures
Before the Lesson Pagbabaliik-aral at Pagganyak (5 minuto)

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Magpapakita ang guro ng mga larawan para sa
balik-aral at gagamitin ito upang makasagot sa
tanong ang mga mag-aral. Ang mga tanong:
1. Anu-ano ang mga pook-pasyalan (natural at
gawang-tao) na makikita sa ating komunidad?
2. Ano ang kumpletong address ng inyong bahay
at ng ating paaralan?
3. Bakit mahalaga na malaman ninyo ang mga
ito?
Pagganyak: Umbrella Diagram
Gawain: Isusulat ng mga mag-aaral sa dayagram
na ito ang sagot sa tanong na “Ano ang mga gamit
ng payong?”

Mga maaring sagot:

1. Panangga sa init ng araw
2. Panangga sa ulan
3. Pangprotekta sa sarilli o self-defense
Paglalahad ng mga PAsko at mga Layunin (2
minuto)

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 “Magaling! Ang mga panahon kung kailan natin
ginagamit ang payong ang ating tatalakayin sa
araw na ito. Ano nga ba ang mga panahon na ating
nararanasan sa Pilipinas?”
During the Lesson I. Pagtalakay
Gamit ang Concept Web, isusulat ng mga bata sa
kahon ang salita na tumutukoy sa mga larawan.
Base sa mga naisulat ng mga mag-aaral, sasagutin
nila kung ano ang dalawang uri ng panahon sa
ating bansa (tag-init at tag-ulan.)

II. Gawain:
Ipasasagot sa mga bata ang Comparison Matrix at
ito ang tatalakayin sa loob ng 30 minuto.

Panahon Tag-Init Tag-Ulan

Petsa

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 Mga
Pangyayari
Mga Dapat
Iwasan
Mga Sakit na
Maaring
Makuha
After the Lesson I. Pagbubuod (5 minuto)
Ipasasagot sa mga mag-aaral ang pagkakatulad at
pagkakaiba ng tag-ulan at tag-araw.

Assess
1. Is the use of graphic organizers an effective strategy in social strategy in social
studies education? Why or why not?

93
2. What are the things to keep in mind when creating appropriate graphic organizers?
Give at least three then explain.

3. Can graphic organizers change the classroom climate? How will teachers use these
to surface the desired outcomes?

Challenge
Create your own graphic organizers depending on the topics presented below.
Regions of the Philippines

Branches of the Philippine

Government

How to become a member of the

community?

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_____________________________________________________________________
Harness
Read K to 12 Curriculum Guide for Social Studies and choose one lesson from Grade 1
to 6 . Develop a Daily Lesson Plan that uses graphic organizers in all parts of the lesson.
Use the format same in Experience.

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 Module 11
Inquiry-based Teaching Strategy

Think:
Inquiry is defined as the process of looking and creating information or knowledge by
means of questions, Inquiry is a huge part of out community. From birth to adulthood,
we observe, recognize things or events, and from here, we create questions that need
to be answered. 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. In the field of social; studies education, the importance of inquiry has been
overlooked by many. Teachers tend to use differentiated instruction that sometimes is
not relevant to the competencies being harnessed. Moreover, once adopted as a
strategy , teachers sometimes strictly rely on the procedures steps leaving the idea of
the art of questioning at stake.
In 1999, White Shimada 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. They postulated that quality education could be
achieved by allowing the learners to understand metacognition. This could be done by
constructing an instructional methodology that develops the student’s metacognitive
knowledge and skills following the process of:
A. Scaffolding. Teachers should guide the learners in attaining the goals of any
discussion, hence, they must be aware of several techniques that could allow
them to surface the learners’ knowledge and skills.
B. Reflection. The spontaneity of the discussion depends on the capacity of the
teachers to direct and guide the learners. The most important point is for
learners to reason out their mind and try to assess both sides of any situation
that will lead to a generalization.
C. Generalization. This is the optimum part of the process wherein the learners
have created their own beliefs and communicated their disposition. Take note
that in social studies, teachers must know how to divert and process misleading
ideas because it may break their motivation and self-esteem.

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Inquiry-based learning is grounded on rational strategies used to motivate learners to
generate responses through the queries regarding issues/events. The learners are seen
as active participants in the teaching process. It helps learners to enhance their
intellectual capacity through the significance of scientific queries. Some of the benefits
of inquiry-based teaching are as follows. :
1. Inquiry is dedicated to nurturing the schema of learners essential to create
communicate, and assess answers coming from their interest.
2. It helps the learners acquire and process ideas in a logical way.
3. It encourages intelligent responses which can be practiced to discover why issues
are occurring.

In this model, the roles of teachers as facilitators are highlighted. It is their

responsibility to let the learners identify the problem situation, judge the inquiry
events, and reply to learners’ inquiry to augment learning. It supported the learners
in establishing the importance of their inquiry. It also simplifies the conversation of
the problematic situation among the learners because the responses are generated

97
by them. Hence, they will be able to find connections starting from the questions
about the topic being discussed.

Questioning Techniques
The Art of questioning is the most important aspect in this strategy. The teachers
must be well-exposed to various ways of posting questions to students. Having
known the different questioning techniques, teachers are assured to the success of
their inquiry. Gershon (2014) identified the different questioning techniques that
social studies teachers can use.
A. Might Question. What might history be? What might be the answer to that
social issue? This question does not limit the possible responses among the
learners. But rather, allow the learners to open up a range of possible responses.
B. What if questions. What if there is an earthquake; what shall we do? What if
you became the mayor; what programs shall you implement? These kinds of
questions bring out the creativity speculation, and rationality among the
learners.
C. Different roles questions. You are the judge; will you give your verdict in favor
of the suspect. This type of questions allows the learners to a have a glimpse of
possible roles they might portray in the real world. This strategy is a nice
representation of the outside world and gives the learners the chance to
evaluate themselves.
D. Socratic Questions. This questioning style combined all the aforementioned
form of questioning. Socrates has been known in history as the master of
incessant questioning to achieve wisdom.
Scholars divided Socrates’ questions into four types:
➢ Gadfly questions. These allow teacher to ask several questions to push the
learners to answer questions.
- What is the election all about?
- How important is it for people to participate in the election?
- What if people were not allowed to vote?

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 ➢ Stingray questions. These questions lead to a sudden change in the coursed 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?
- Imagine that poverty is not applicable to your case; would you still pursue your
career as an artist?
➢ Midwife questions. From the name itself, these questions are used toelicit new
ideas to the learners.
- That is very good point. Can you elaborate it further?
- How might that idea change the lives of Filipinos?
- What made you say that idea?
➢ Ignoramus questions. In here, teachers play dumb for them to elicit responses
among the learners.
- I don’t understand, can you further explain it to me?
- So, do you mean that…?
- What does your answer mean?
_____________________________________________________________________
Experience
Study the sample Daily Lesson Plan below and Analyze how the inquiry-based teaching
is utilized in the elementary social studies classroom
Grade Level 2
Learning Area Araling Panliounan
Quarter Una

I. Objectives
Content Standard Naipamamalas ang pag-unawa sa kahalagahan ng
kinabibibalangang komunidad
Performance Standard Malikhaing nalapagpapahayag/nakapagsasalarawan
ng kahalagahan ng kinabibilangang komunidad
Learning III.Nauunawaan ang knosepto ng “Komunidad”
Competencies/Objectives 1.1 nasasabi ang payak na kahulugan ng
“komunidad”

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 1.2 Nasasabi ang mga halimbawa ng
“komunidad”
II. Content Pagkilala saKomunidad
III. Learning
Resources
References Araling Panliounan 2 Learner’s Module
Araling Panlipunan 2 Teacher’s Guide
Other Learning ▪ Mga Larawang tungkol saKomunidad
Resources ▪ Video clip tungkol sa Pilipinas
▪ Chalk
Procedures
I. PAgganyak (5 minoto)
1.gagamitin ng guro and video clip upang
Before the Lesson makuha ang attention ng mga bata. Bago
ito ipapanood ,sabihin muna a ng guro ang
mgasumusnod na tanong:
a. Ano ang napanood ninyo sa video
clip?
b. Nakikita ba ninyo ang mga ito sa inyong
Komunidad?
c. Anu-ano kaya ang mga ginagampanan ng mga ito
sa ating buhay?
II. Paglalahad ng mga Paksa at mga sagot ,
ilalahad ng guro ang paksa at ang mga
launin nito.

I. Pagtatalakay (3 minuto)
Ang mga laraang naihanda ay gagamitin sa isang
During the Lesson interaktibomg talakayan gamit angiba’t-ibang uri
ng mga katanungan dapat sagutin ng mga mag-
aaral.

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 II. Gawain: Inquiry-based learning
a. Unang Larawan

I. Pagbubuod (5 minuto)
Gagamitin ng guro ang mga sagot ng mga bata
After the lesson sa pagbubuod ng talakayan
(Ipagpapatuloy at mas palalalimin ang aralin sa
sususnod na pagkikita).

_____________________________________________________________________
Assess
1. What is/are being enhanced among the learners when teachers use the inquiry-
based strategy?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2.What tips can you giveto teachers in crafting good questions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.As a future social studies teacher, would you use questions in eliciting ideas to
learners?
____________________________________________________________________
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____________________________________________________________________
Challenge
Based on the discussions above, create your own guidelines regarding the use of
questions in the different parts of the lesson.

_____________________________________________________________________
Harness
Read K to 12 Curriculum Guide for Social Studies and Choose one lesson from Grads 1
I to 6. Develop a Daily Lesson Plan that utilize the Inquiry-based strategy. Use a format.

102
 Module 12
Case Study

Think:
The Case Study is a structure, learners-centered strategy that explores complex and
value-laden issues through problem-solving and decision-making. In this strategy,
students are tasked to analyze one or more cases and propose workable solutions.
Cases defined by 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. Based on the content, case studies can be classified into the following:
◼ Live case study. These are often based on the ongoing event where students
and real-world actors are simultaneously examining issues and arriving at
solutions.
◼ Historical Case studies. These are largely based on historical events and can be
depicted as fiction or nonfiction., example is the trial of Andres Bonifacio in Cavite.
◼ Economic case studies. These are focused on economic issues that can be drawn
from students experiences or from international or national matters. An example is
the family budget of a minimum wage worker..
◼ Social Issues \case studies. These are based on problem and concerns that affect
society,in essence, live case studies and economic case studies can be also
considered under this classification. An example is over population in the National
Capital Region.
◼ Student-developed case studies. \in this type, students are asked to come up with
case studies based on their own experiences and observations. This will encourage
students to be more involved since they are primarily affected issue. An example
of this is the high prices of goods in the school canteen.
Due to its goal of developing and decision-making skills, the case study strategy is
often linked to solving -based learning.

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Steps:
There are basic steps in implementing the case study strategy in the social studies
classroom.
1. Briefing. The teacher gives a brief background about the case. Aside from verbal
instruction, he/she can use video, picture, story, and other forms of print media
and multimedia.
2. Discussion. Students are given sufficient time to analyze the given case and come
up with the solutions. This may be effectively done by dividing the class into smaller
group. Afterward, solutions are presented to the solutions.
3. Debriefing. The teacher stresses and clarifies social studies concepts and relates to
students’ analysis and solutions.

Advantages
The use of case studies in social studies has a number of advantages for students
because it is learner-centered pedagogy, students are empowered as active agents in
the learning process instead of passive receptors of information. They have to come
up with their own interpretations and solutions instead of relying on the teachers’
generalization., moreover, they are given a platform to provide answers to issues that
real-world decision-makers are dealing with. Also, the case study strategy promotes a
wide range of 21st century skills, it develops the learner’s critical and creative thinking
skills through problem-solving and decision-making. Furthermore, their
communication, collaboration, and conflict resolution skills are further developed
because they are required to discuss and negotiate their proposed solutions with their
peers.
TIPS
1. Choose cases that are complex to provide a challenge. Refrain from
selecting those that have easy and obvious solutions.
2. Emphasize to students that the process is as important as the product
communication is important, and they should ensure that the idea of
each person is valued

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 3. Use graphic organizers to structure the discussion. You can use the
Means Ends Analysis (MEA) to guide student’s thinking processes and
the solutions examination to weigh their solution.
Goal/End state

Current State

Considerations or
important Information
Necessary Steps/
Things to do

Material Needed

Plan
Figure 1. Means-end analysis graphic organizer
Figure 2. Solutions examinations graphic Organizer
Problem:
Solutions Positive Consequences Negative Consequences
1.

2.

3.

Decision:

Supporting Statements:
1.
2.
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Experience
Study the Sample Daily Lesson Plan below and analyze how the case study strategy is
utilized in the elementary social studies classroom.
Grade Level 6
Learning Area Araling Panlipunan
Quarter ikaapat

I. Objectives
Content Standard Naipamamalas and mas malalim na pag-unawa at
pagpapahalaga sa patuloy na pagpupunyagi ng mga Pilipino
tungo sa pagtugon ng mga hamon ng nagsasarili at umuunlad
na bansa.
Performance Nakapagpakita ng aktibong pakikilahok sa gawaing
Standard makatutulong sa pag-unlad ng bansa bilang pagtupad ng
sariling tungkulin na siyang kaakibat na pananagutan sa
pagtamasa ng mga karapatan bilang isang malaya at maunlad
na Pilipino.
Learning 1. Nasusuri ang mga kontemporaryong isyu ng lipunan tungo
Competencies / sa pagtugon sa mga hamon ng malaya at maunlad na bansa.
Objectives 2. Nakapagmumungkahi ng mga posibleng solusyon na
tutugon sa isyu ng Overseas Filipino Workers.
II. Content Kontemporaryong Isyu: Overseas Filipino Workers
III. Learning
Resources
References Araling Panlipunan 6 Learner’s Module
Araling Panlipunan 6 Teachers’s Guide
Other Learning ⚫ Laptop
Resources ⚫ Projector
⚫ Task cards para sa bawa’t partido
⚫ Mga balota
IV. Procedures
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Before the Lesson I. Pagganyak (4 minuto)
Magtatanong ang guro sa klase:
Sino sa inyo ang may kapamilyang OFW? Ano ang
maibabahagi ninyong karanasan nila bilang OFW?
II. Paglalahad ng mga Layunin at Paksa (1 minuto) ipapabasa
sa mga mag-aarala ng mga layunin ng aralin.
“ Ngayong araw, susuriin natin ang isyu ng pagkakaroon ng
OFW at mag-iisip ng mga solusyon na tutugon sa isyung ito.”
During the Lesson I. Briefing (10 minuto)
Magpapakita ang guro ng maikling video na naglalahad ng
isyu ng OFW.
II. Discussion (20 minuto)
Hahatiin ng guro ang klase sa anim na grupo. Bawa’t grupo
ay bibigyan ng babasahin ng inilalahad ang mga
kasalukuyang isyu na kinakaharap ng mga OFW. Gamit ang
mga babasahin, pupunan nila ang Means-End Analysis chart.
Pagkatapos ng 10 minuto, iuulat ng bawa’t grupo ang
kanilang solusyon. Itatala ito ng guro sa Solutions
Examination Graphic Organizer na nakapaskil sa pisara.
Pagkatapos ng lahat ng pag-uulat, titimbangin ng klase kung
ano ang pinakamabbisang solusyon na tutugon sa isyu.
III. Debriefing (3 minuto)
Itatanong ng guro sa klase:
1. Bakit mahalagang tugunan ng kasalukuyang
administrasyon ang isyu ng OFW?
After the Lesson I. Pagbubuod (2 minuto)
Itatanong ng guro ang sumusunod:
1. Bakit maituturing na isang kontemporaryong isyu ang
pagkakaroon ng OFW?
2. Ano-ng anong mga isyu ang kanilang kinakaharap?
3. Ano-ano ang posibleng solusyon sa isyung ito?

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 II. Kasunduan
Magsaliksik ng mga argumento na sumusuporta o
kumokontra sa pagkakaroon

Assess
1. Enumerate the types of case studies based on content and give your own example
for each.

2. Why is case study considered a problem-based learning strategy?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the benefits of using case study in instruction?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Challenge
In wrapping up the discussion, especially of controversial cases, do you think it
is important for the teacher to explain his/her stand on the issue? Why or why not?

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Harness
Read the K to 12 Curriculum Guide for Social Studies and Choose one lesson
from Grades 1 to 6. Develop a Daily Lesson Plan that utilizes the case study strategy.
Use the format

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 Module 13
JIGSAW
Think
Jigsaw is a cooperative learning strategy developed by Elliot Aronson and his
colleagues in 1971. Created as a response to the racial desegregation in the 1970s, it
was first implemented by educators and psychologists in schools in Austin, Texas to
reduce tensions among the white, Hispanic, and African-American students. The main
objective was to encourage students to cooperate and work together and at the same
time, break down interpersonal barriers. The strategy successfully worked then and
today, it is still being utilized by teachers as a popular instructional method in different
subject areas.
As a cooperative learning strategy, jigsaw was founded on Vygotsky’s Social
Constructivism Theory which suggests that children develop knowledge through social
interaction. The strategy was given such a name because the process resembles a
jigsaw puzzle. Different parts of the lesson, compared to puzzle pieces are distributed
among students and they have to communicate and work together to at the arrive at
the complete information. Jigsaw is very much applicable in many social studies
lessons, particularly those with content that can be broken for different groups to
analyze.
Steps

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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 into five or 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 the same segments to
sit together. Give them enough time to discuss the main points, clarify questions and
rehearse the presentations they will make to 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 student learning.
This is the original Jigsaw strategy that was developed by Aronson and his
colleagues. Later on, different versions of the strategy were advanced by other
educators. Thus Jigsaw II, Jigsaw III and Jigsaw IV were born , which varied the mode
of grading and inserted some steps such as group review and re-teaching in the
process.
Advantages
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 of autonomy and
intrinsic motivation. It promotes personal accountability of learning since students are
required to master their segments independently and eventually share it with their
groupmates. It also encourages group collaboration, with students knowing that their
information and understanding will not be complete without working and
communicating with their peers. Moreover, Jigsaw instills a sense of ownership in

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learning, especially with the teacher acting as a mere facilitator instead o a direct
transmitter of knowledge.
Tips
1. Emphasize that each member has a valuable contribution to the group. This will
minimize the chances of smart students dominating the discussion while less-able
students talk less. You can also rotate the leadership so that all students will be given
the opportunity to lead the discussion.
2. Ensure that the given materials are equal length and difficulty so that they can be
mastered by all students within the given time limit. If this is not possible, assign the
materials based on students’ abilities.
3. In some cases, teachers skip the formation of expert groups, believing that
individually mastering the segment is enough. However, the expert group is helpful
especially in clarifying points which some students might find difficult to understand.
So as much as possible, allow sufficient time for interaction among expert groups to
ensure rich and deep discussions among students.
Experience
Study the sample Daily Lesson Plan below and anlyze how the Jigsaw strategy
is utilized in the elementary social studies classroom.
Grade Level 5
Learning Area Araling Panlipunan
Quarter Ikaapat

I. Objectives
Content Standard Naipamamalas ang mapanuring pag-unawa sa
bahaging ginampanan ng kolonyalismong Espanol at
pandaigdigang konteksto ng reporma sa pag-usbong
ng kamalayang pambansa tungo sa pagkabuo ng
Pilipinas bilang isang nasyon.
Performance Standard Nakapagpapahayag ng pagmamalaki sa pagpupunyagi
ng mga makabayang Pilipino sa gitna ng
kolonyalismong Espanol at sa mahalagang papel ng

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 ginagampanan nito sa pag-usbong ng kamalayang
pambansa tungo sa pagkabuo ng Pilipinas bilang isang
nasyon.
Learning Competencies/ 1. Natatalakay ang sanhi at bunga ng mga pag-aalsa
Objectives ng mga Pilipno sa kolonyalismo; at
2. Nasusuri ang naging resulta ng mga naunang pag-
aalsa ng mga makabayang Pilipino.
II. Content Pag-aalsa ng mga katutubo Laban sa Kolonyalismong
Espanol
III. Learning Resources
References Araling Panlipunan 5 Learner’s Module
Araling panlipunan 5 Teacher’s Guide
Other Learning Resources ⚫ Mga larawan ng pagbabago at patakaran sa ilalim
ng kolonyalismong Espanol
⚫ Mga babasahin
⚫ Worksheet
⚫ Chalk
IV. Procedures
Before the Lesson I. Pagbabalik-aral at Pagganyak (5 minuto)
Magpapakita ang guro ng mga larawan ng mga
pagbabago sa ilalim ng kolonyalismong espanol at mga
patakaran ng na kanilang ipinatupad sa kapuluan (hal.
Polo y servicio, bandala, kristiyanismo). huhulaan ito
ng klase at ipaliliwanag kung paano ito nakaapekto sa
mga katutubo. Itatanong ng guro sa klase ang
sunusunod:
1. Kung ikaw ay isang katutubo na nabuhay noong
panahong ito, ano ang iyong mararamdaman?
2. Ano ang iyong magiging aksyon? Bakit?
II. Paglalahad ng mga Paksa at mga layunin (2 minuto)
“ Masasalamin sa inyong mga sagot ang ginawa ng

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 mga katutubo noon. May mga tiniis na lamang ang
kanilang kalagayan at nanahimik. Mayroon ding
walang pakialam dahil nakinabang sila o hindi sila
personal na naapektuhan. Subali’t mayroon ding mga
katutubo na tuminding at nag-alsa laban sa mga
mananakop. At sila ang magiging pokus ng ating aralin
ngayong araw.”
Ipapabasa sa mga mag-aaral ang mga layunin ng
aralin.
During the Lesson I. Pagtalakay (3 minuto)
Itatanong ng guro sa klase: “ANo ang pag-aalsa?
Paano ito naiiba sa salitang himagsik o rebolusyon?
II. Gawain: Jigsaw (25 minuto)
Ilalahad ang panuto para sa gawaing Jigsaw.
3. Hahatiin ang klase sa anim na grupo. Pipili ang
bawa’t grupo ng pinuno na magpapadaloy ng kanilang
diskusyon mamaya.
4. Bawa’t miyembro ng grupo ay bibigyan ng dalawang
papel. Ang una ay maikling babasahin at ang
pangalawa ay worksheet (makikita sa apendiks).
MGA PAKSA NA BABASAHIN:
⚫ Oag-aalsa ni magat Salamat
⚫ Pag-aalsa ni Tamblot
⚫ Pag-aalsa ni Francisco Dagohoy
⚫ Kiluisang Agraryo ng 1745
⚫ Pag-aalsa nina Diego at gabriela Silang
⚫ Pag-aalsa ni hermano Pule
5. Bibigyan ng 5 minuto ang bawa’t mag-aaral para sa
indibidwal na pagbabasa at pagsagot sa kanilang
worksheet. Bawal ang pakikipag-usap sa mga kaklase.

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After the Lesson
6. Pagkatapos ng indibidwal na gawain, magsasama-
sama ang mga mag-aaral na may parehong babasahin.
Magbibigay ang guro ng 5 minuot para talakayin nila
ang kanilang babasahin at pagkumparahin ang mga
sagot sa worksheet.
7. Pagkatapos ng talakayan, babalik ang mag-aaral sa
kanyang orihinal na grupo. Bibigyan sila ng 12 minuto
para sa talakayan. Kukumpletuhin sin nila ang mga
sagot sa kanilang worksheet.
8. Ipapasa ang worksheet ng mga mag-aaral upang
makta ng guro ang kanilang mga sagot.ito ang
magsisilbing formative assessment sa araw na ito.
I. Pagbubuod ( 5minuto)
Itatanong ng guro ang sumusunod:
1. Saan naganap ang mga pag-aalsa?
2. Ano-ano ang karaniwang dahilan ng pag-aalsa?
3. Ano ang karaniwang resulta ng pag-aalsa?
(ipagpapatuloy at mas palalalimin ang aralin sa
susunod na pagkikita.)

Apendiks: Worksheet ng formative assessment

Saan at Sino o sino- Ano ang Ano ang
Kailan sino ang dahilan? naging bunga
naganap? nanguna? o resulta
Pag-aalsa ni
Magat Salamat
Pag-aalsa ni
Tamblot
Pag-aalsa ni
Francisco
Dagohoy

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 Kilusang Agraryo
ng 1745
Pag-aalsa nina
Diego at Gabriela
Silang
Pag-aalsa ni
Hermano Pule

Assess
1. What is the origin of Jigsaw?
_____________________________________________________________________
_____________________________________________________________________
2. What is Jigsaw considered a cooperative learning strategy?
_____________________________________________________________________
_____________________________________________________________________
3. What are the benefit of using Jigsaw in instruction?
_____________________________________________________________________
___________________________________________________________________
_____________________________________________________________________
Challenge
Research about the different variation of Jigsaw and their implementation in their
classroom. If you are developing your own version, how will you apply it in the
elementary social studies classroom?

_____________________________________________________________________
Harness
Read the K to 12 Curriculum Guide for Social Studies and choose one lesson from Grade
1 to 6, develop a Daily Lesson Plan that utilize the Jigsaw strategy. Use the Format.

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 UNIT IV
Assessment Strategies for Social Studies

Unit iv present relevant concept that pre-service teacher can use to

understand the nature of assessment in a social studies classroom. It also gives
a wide array of assessment strategies that teacher can use to further enhance
their creativity in assessment. One of the most essential components
Of this chapter is the discussion on performance-based assessment which is one
of the highlights of the K-12. Enhanced Basic Education Curriculum. Lastly, this
chapter also discusses the portfolio assessment which is relevant tool in social
studies assessment.

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 Module 14
Assessing Learning in Social Studies
Think
Assessment in Social Studies
The National Council for the Social Studies (NCSS) is one of the leading advocates
of Social Studies education. They argued that social studies assessment methods
should always be aligned with the goal of social studies, encompassing objectives and
have more authentic tasks. The NCSS in 1994 recommended the following guidelines
for assessment:
⚫ Assessment tools should: be grounded on the goals of the curriculum; be a
mechanism for improved curriculum and instruction; evaluate content and process;
be applicable for diagnostic, prescriptive and instructional purposes; and possess
fairness to all learners.
⚫ Assessing students’ achievement should: be especially used to improve instruction;
involve a variety of approaches and tools to measure knowledge, skills and
attitudes; be in line with the curricular objectives and the classroom experiences
and be cumulative and sequential.
⚫ National and local agencies should: support the capacitation of teachers in
developing, selecting and implementing assessment tools; involve educators and
other social studies specialists in crafting objectives, planning for instruction and
assessment and designing assessment instruments; and evaluate enduring effects
of social studies education.
On the flip side, Kurfman (1991) identified common criticisms on social studies
assessment in the past. First, the social studies test has failed to measure student
understanding, application, appreciation and most importantly, critical thinking. Various
scholars have also concluded that multiple choice tests in social studies were merely
focusing on lower-level knowledge (Korets, 1988). Second, the open-ended types of
tests such as essays were also questioned due to time constrains both in instructions
and examination. The third is on test scores as determinants of accomplishment.
Social Studies assessment should, therefore create a feedback mechanism that
reflects potential implications for the improvement of curriculum and instruction.

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However, this could only happen if all the elements content, instructional
methodologies, strategies and assessment techniques are aligned with its goals.
Characteristics of 21st Century Assessment
Cajigal and Mantuano (2014) identified the attributes of 21st century
assessment:
Responsive. Visible assessment works generate data that inform the
curriculum and instruction. In short, teachers could adjust instruction, and educational
leaders can consider additional educational opportunities to cater to the present needs
of the school community. Responding to such assessment needs is through for it
incorporates best practices in all areas.
Flexible. Curriculum design, lesson and assessment require flexibility and
resilience. With the growing changes in the educational landscapes, assessment should
not be a “one size fits all” form of evaluation. In short, assessment must be adaptive
to both the teachers’ and students’ setting. Moreover, the 21st century assessment
approach is versatile rather than identical. This form of assessment best responds to
the demands of teaching and learning environments. Ultimately, since the students are
generally diverse, assessments must be flexible too.
Integrated. Assessments must always be reflective of the learners’ day to day
life experiences. It is all about stimulating thinking, constructing meaning, and finding
connections. It must also enrich the metacognition of learners where they are able to
assess their own thinking. To achieve this, it must offer opportunities for learners to
consider their choices, identify alternative strategies, enhance earlier learnings, and
use learnings in real life.
Informative. The desired 21st century assessment must be clearly stated and
explicitly taught where students are free to display their knowledge and skills.
Moreover, learning complex lessons takes time. Learners must be exposed to learning
opportunities and be able to build their own knowledge in a logical sequence. As they
go through, their works must progressively become challenging so as to develop in
them the 21st century skills. Therefore, the learning objectives up to the reporting of
grades must be aligned with what is desired.

119
 Multiple methods. In the 21st century, an assessment continuum that includes
an array of differentiated strategies is the norm. Learners must creatively showcase
their knowledge and skills through relevant projects, tasks and performances. Authentic
and alternative forms of assessment are also emphasized. Hence, processes and
products of assessment must all be recognized and appreciated.
Communicated. The communication of assessment data must be transparent
and readily available for all stakeholders. The learners must all the time be given
feedback about their own learning process, and parents are kept informed through
giving of progress reports. The educational community upholds the achievements of
learners beyond the scores of standardized tests. Hence, all data including the results
of authentic and alternative assessments, must also be included.
Technically Sound. Accommodations and adjustments in assessment must
always be readily available to meet the students’ needs and uphold fairness. Students
should communicate their learnings in ways that are relevant and appropriate for them.
To be valid, assessment should measure what it is supposed to measure. To be reliable,
assessment must be technically sound and precise so that teachers must be consistent
in the administration and interpretation of data.
Systematic. The 21st century assessment system is a microcosm of an entire
system of comprehensive and well-aligned strategies that is inclusive and balanced.
This assessment addresses all kinds of stakeholders in support of the improvement of
teaching and learning.
The main aim of assessment is to provide evidence about learning. How we use
learning evidence determines whether the assessment is formative or summative.
What is Formative Assessment?
First, let us find out what formative assessment means. Formative assessment
includes both formal and informal process that teachers and students use to gather
data for the purpose of identifying next steps in learning (Chappuis, 2015). it also refers
to the kind of assessment that provides feedback about the performance of learners to
accelerate and improve learning. Formative assessment is also the use of gathered
information to adjust teaching and learning to maximize the development of the
learners. In a nutshell, what makes formative assessment formative is the immediate

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usage of information to adjust teaching for maximum learning (Shepard, 2009).
formative assessment answers the questions: (1) What is not understood in the
lesson?; (2) What adjustments should I make to the instruction? ; (3) What are the
strengths and weaknesses of each learner?; (4) What misconceptions do I need to
address? And (5) Are the students ready for feedback? If so, what feedback should I
give?
In the classroom, we assess our learners formally through quizzes, projects, and
performances. Whatever instrument is used, one thing is apparent -- it must be of high
quality so that it could yield accurate and exact information about the achievement of
our learners. We assess informally using questions, dialogues, observations, and
anecdotal records. Information yielded through these must be carefully analyzed to
come up with exact data. In the recent years, there must be carefully analyzed to come
up with exact data. In the recent years, there have been arguments whether formative
assessment is a process or an instrument. Perhaps we could all agree that a well
designed tool, question, or any other activity is vital to formative assessment. Yet
without a compelling grasp of the assessment process and its results, no formative
assessment will ever happen.
Formative assessment can be used in all the parts of the lesson. Generally, a
lesson consists of three parts: before the lesson, the lesson proper and after the lesson.
Formative assessment in each part serves a specific purpose.

Purposes of Formative Assessment

Parts Purpose Examples of Assessment
of the For the Learners For the Teachers Methods
Lesson

Before 1. Know what s/he 1. Get information 1. Agree/Disagree

Lesson knows about the about what they activities

topic/ lesson. learner already knows 2. Games
2. Understand the and can do about the 3. Interviews
purpose of the new lesson.

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 lesson and how to do 2. Share learning 4. Inventories/checklists
well in the lesson. intentions and success of skills (relevant to the
3. Identify ideas or criteria to the topics in a learning area)
concepts s/he learners. 5. KWL activities (what I
misunderstands. 3. Determine know, what I want to
4. Identify barriers to misconceptions. know, what I learned)
learning. 4. Identify what 6. Open-ended questions
hinders learning. 7. Practice exercises

Lesson 1. Identify one’s 1. Provide immediate 1.Multimedia

Proper strengths and feedback to learners. presentations

weaknesses. 2. Identify what 2. Observations
2. Identify barriers to hinders learning. 3. Other formative
learning. 3. Identify what performance tasks (simple
3. Identify factors facilitates learning. activities that can be
that help him/her 4. Identify learning drawn from a specific
learn. gaps. topic or lesson)
4. Know what s/he 5. Track learner 4. Quizzes (recorded but
knows and does not progress in not graded)
know. comparison to 5. Recitations
5. Monitor his/her formative assessment 6. Simulation activities
own progress. results prior to the
lesson proper.
6. To make decisions
on whether to proceed
with the next lesson,
reteach, or provide for
corrective measures or
reinforcements.

After 1.Tell and recognize 1.Asses whether 1. Checklist

Lesson whether s/he met learning objectives 2. Discussion

3. Games
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 learning objectives have been met for a 4. Performance tasks that
and success criteria. specifies duration. emanate from the lesson
2.Seek support 2. Remediate and/or objectives.
through remediation, enrich with 5. Practice exercises
enrichment, or other appropriate strategies 6. Short quizzes
strategies. as needed. 7. Written work
3. Evaluate whether
learning intentions
and success criteria
have been met.

Collaboration Formative Assessment

Now that you have already been introduced to what formative assessment is, it is now
clear that formative assessment is not a form of test but a mechanism used by teachers
to ensure learning. There are various techniques on how to engage our learners in
formative assessment, and one of them is collaboration. It is a technique in formative
assessment that enhances the level of the student knowledge acquisition through
interactive processes. Since the learners are in groups, they are encouraged to share
and elicit ideas from one another. Apart from the fact that the task becomes easier, it
also builds up collective responsibility among them which enables them to share the
success and downfall of their efforts. Collaborative formative assessment can be seen
in the following examples: group brainstorming/discussion, games, role-plays, and
many others.

What is Summative Assessment?

Traditionally, summative assessments are done at the end of every lesson or unit suing
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 results are used to determine the extent of learning.
Unlike formative assessment, results in summative assessment are generally used in
evaluation function rather than reshaping learning. Hence, summative assessment is
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defined as a form of assessment that makes judgement about learners to provide the
evidence of student achievement (Chappius, 2015).

In the program level, summative assessment is seen when results are used to
determine how many students are and are not meeting the standards in a certain
subject. In the classroom level, assessment is summative when it determines how
much the students have learned in a given period of time for communication purposes.
The communication usually is in the form of a number grade that is written in a report
card which qualitatively implies learner achievement such as “proficient” or “arriving
proficiency”.
Components of Summative Assessment
Components Purpose When Given

Written Work 1. Assess learners’ understanding of concepts and At the end of

(WW) application of skills in written form the topic or

2. Prepare learners for quarterly assessments unit

Performance 1. Involve students in the learning process At the end of a

Tasks (PT) individually or in collaboration with teammates lesson focusing

over a period of time. on a topic /
2. Give students opportunities to demonstrate skill lesson
and integrate their knowledge, understanding,
and skills about topics or lessons learned in a
specific real-life situation by performing and/or
producing evidence of their learning.
3. Give students the freedom to express their Several times
learning in appropriate and diverse ways. during the
4. Encourage student inquiry, integration of quarter
knowledge, understanding and skills in various
contexts beyond the assessment period.

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 Quarterly Synthesize all the learning skills, concepts and Once, at the

Assessment values learned in an entire quarter. end of the

(QA) quarter

What is Assessed in the Classroom?

As teachers, it is our 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. Here is an example of the parts of a curriculum
guide.

Content Standards
These are standards that provide the essential knowledge that the learners
must learn.
Performance Standards
These set of educational phrases describe the skills and abilities to be
exemplified by learners in connection to the content standards and 21st development.
In this, the evidence of learning and skills development must be individually or
collaboratively expressed through innovation, creation, and adding value to products
or performance. The department of education enumerated essential questions that

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performance standards must uphold: (a) What can learners do with what they know?
(b) How well must learners do their work?; (c) How well do learners use their
learning or understanding in different situations?; (d) How do learners apply their
learning or understanding in real-life contexts?; and (e) What tools and measures
should learners use to demonstrate what they know?
Learning Competencies
Learning competencies are the set of knowledge, skills and attitude that
students need to understand and demonstrate in every lesson or performance.
Concept Development
As earlier mentioned, the educational milieu in the K-12 curriculum is
standard-based wherein various learning standards are arranged in progression. This
is the central theme of concept development inside the classroom. To further
understand this idea, the Department of Education has used the Cognitive Process
Dimensions of Anderson and Krathwohl (2001) to operationalize the progression.
Generally, this provides a mechanism for teachers to easily classify educational goals
and objectives in consonance to the learning standards. It also enumerates the levels
of cognitive processes such as Remembering, Understanding, Applying, Analyzing,
Evaluating and Creating.
The Cognitive Process Dimensions
Cognitive Process Descriptors
Dimensions

Remembering The learner can recall information and retrieve relevant

knowledge from long term memory: identify, retrieve,
recognize, duplicate, list memorize, repeat, reproduce.

Understanding The learner can construct meaning from oral, written,

and graphic messages: interpret, exemplify, classify,
summarize, infer, compare, explain, paraphrase, discuss.

Applying The learner can use information to undertake a

procedure in familiar situations or in a new way:

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 execute, implement, demonstrate, dramatize, interpret,
solve use, illustrate, concert, discover.

Analyzing The learner can distinguish between parts and

determine how they relate to one another and to the
overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute,
deconstruct.

Evaluating The learner can make judgments and justify decisions:

coordinate, measure, detect, defend, judge, argue,
debate, critique, appraise, evaluate.

Creating The learner can put elements together to form a

functional whole, create a new product or point of view:
generate, hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design, devise.

How to Plan for Assessment?

Good assessment strategies start with the learners in mind. Good teachers will
keep the following questions in mind when planning for assessment. Moreover,
teachers much always carry with them the principle that assessments must be
aligned with what the curriculum requires.
1. What is to be assessed? Assessment instruments should always be valid by
clearly defining the elements of what is expected among students, particularly on
their knowledge or skills. In order to craft appropriate assessment methods, teachers
must be very specific about what they want to assess.
2. What is the purpose of assessment? The manner of assessment depends on
its purpose. Hence, teachers must always be aware of the reasons for such
assessments: formative if they want to gather data to improve instruction, and
summative If they want to collect information for evaluation.
3. What assessment tools will best provide the information we need?
Assessment instruments will always be dependent on what is to be assessed. For

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example, K-W-L (What I know, What I want to know, What I learned) is a form of
formative assessment used to determine the learners’ extent of knowledge about an
issue. Teachers can portray their innovative sense by crafting their own assessment
tools in the context of their teaching.
4. Who will collect the data: teachers, students, or outside judges?
Assessment itself has changed over the past years; teachers might as well update on
the data-gathering process, too. A group of individuals might already be involved in
data collection. For example, involving students in self or peer assessment can be a
very effective teaching and assessment technique. Students are not only engaged
with their peers but they also become aware of what they have already achieved and
did not achieve.
5. How often and when will the data be collected? To be an effective
assessment planner, you must keep in mind that teachers need to assess all the time.
It just depends on the objectives of a specific lesson and on what knowledge or skills
you want your; earners to achieve. Basically, assessment ends when the favorable
outcomes are achieved.
Experience
At this point, you already know the basic principles of assessment. Try to
deepen your understanding by doing an expert interview. For that, create a simple
concept map regarding the gathered data. Interview a social studies teacher in your
school using the following guide questions:
1. What principles do you uphold in planning your assessment?
2. How do you choose or create your assessment tolls?
3. How do you view formative assessment? Summative assessment?
4. For you, what is the best form of assessment?
Assess
Answer the following questions
1. Why is it important to know the nature and essence of assessment?
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_____________________________________________________________________
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2.How to better plan for assessment?
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Challenge
As a would-be teacher, create your own assessment philosophy and explain
comprehensively the reason why you chose that philosophy.
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_____________________________________________________________________
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Harness
Accomplish the Venn Diagram about formative and summative assessment
then create a simple essay based on the content of the diagram.

Formative Assessment Summative Assessment

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 Module 15
Using Performance-based Assessment in Social Studies

Think
What is Performance -Based Assessment?
Many have change in the field of assessment. Some advocates argued that teachers
and curriculum planners must uphold assessment types that promote authentic
learning which encourages lifelong learning, however, it was previously mentioned that
both traditional and authentic assessment are useful depending on the required
competencies to be carried out. Hence, we have to cultivate the notion that social
studies teachers must be flexible and become well-rounded to facilitate both and
authentic assessment. This time, we are going to deeply discuss performance-based
assessment.
Performance-based assessment (PBA) is a form of classroom assessment utilized by
teachers through observing and making judgement regarding the learners’
demonstration of knowledge and skills by means of creating a product, making
presentations, and constructing a response (McMillan, 2007). In this aspect, the
performance-based assessment is a form of alternative assessment that is carried out
in the context of authentic tasks. This may be accomplished by individual or by group,
written or oral. The type of performance depends on the required competencies to be
performed. However, teachers can actually use their creativity to enhance and include
more learning areas in the performance
When properly understood, performance-based assessment could be a compelling
tool to enhance the teaching and learning process. As world be-teachers, you must
understand that it is not easy task t plan, implement, and assess this kind of
assessment. However, you should also realize that your effort relates to the total
development of your learners. One misconception about PBA is that it only enhances
selected skills among learners like cognitive, leaving the other skills at stake. We have
to understand that performance tasks are beyond memorization itself. In the
performance or creation of products, learners must have basic understanding of the

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topic so as for them to accomplish tasks. In the process, they also gain values such as
trust, respect, and accountability. PBA, therefore, enhances all domains of learning.
Performance-based tasks as stipulated in DepEd Order No. 8, s. 2015, should allow
leaners to show what they know and are able to do in diverse ways. They may create
or innovate products or do performance-based tasks. Performance-based tasks may
include:
1. Skills demonstration; 2. group presentation, 3. oral work; 4. multimedia
presentations, 5. research projects. The performance task itself is the heart of
performance-based assessment.
These are things to remember in planning and implementing performance tasks.
⚫ Teach the requisite knowledge. A performance will not succeed if the basic
elements are not taught properly. It is mortal sin for teachers to allow students to
create a product or perform a task without discussing first the knowledge they have
to process. For example: if the teacher asks the learners to create a reaction paper,
the teacher must discuss first the nature and purpose of the reaction paper and
the procedures in doing such before letting the learners to proceed with the task.
⚫ Create and communicate the scoring rubric. A scoring rubric contains all the criteria
that learners must attain in order for them to reach a favorable performance or
product should be given more emphasis. It also promotes in them the creativity at
what they do. On the other hand, it promotes fairness on the side of the teachers,
particularly in the evaluation of the product or performance.
⚫ Be a facilitator. As earlier mentioned, PBA requires more effort and time compared
to traditional assessment. In the introduction of the task, teachers must thoroughly
discuss all the elements needed, how to perform, and what is expected of them.
Teacher must also give the learners enough time for them tp practice or create
their task.

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Strengths and Limitations of PBA
Strengths:
⚫ Performance assessment clearly identifies and clarifies learning targets.
⚫ Performance assessment allows students to exhibit their own skills, talents, and
expertise.
⚫ It advocates the constructivist principle of learning .
⚫ It uses a variety of approaches to student evaluation.
⚫ It allows the teachers to explore the goal and processes of teaching and learning .

Limitations:
⚫ Development of High-quality assessment is a tedious process.
⚫ It requires a considerable amount of time to administer.
⚫ It takes a great deal of time to score.
⚫ Scores may have lower reliability
⚫ The completion may be discouraging to less able students

Here are some performance tasks that can be used in Social Studies:
Output Outcome Example

Position paper Constructed publishable Students will create a

reaction paper on socio- sound reaction paper on
political issues political dynasties.
Students will identify and
analyze the pros and cons
of political dynasties.

Simple Survey Research Collaboratively completed Students will conduct a

survey research on social small-scale survey
problems in the local regarding the
community environmental and social
problems in a barangay.

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Role-Play/Drama Presented performance Students will role-play the
that mirrors the roles and concerns of the
community’s needs and community members like
wants which can be easily population growth,
achieved by working expansion of economic
together activities, pollution, and
social dysfunctions.

Community Action Plan Planned programs for local Students will assess the
interest and engage in needs of the community
community-based work for based on observations.
positive causes The results of the survey
will be presented in the
class then be given to the
authorities for proper
action.

Business/Product Proposal Student-ventured Students will prepare their

economic activities that own product. In front of a
require them to use the set of panelists, the
concepts of supply and students will present their
demand products. If approved, the
students shall market their
products on social media.

Exhibit Student-planned and Each student will create an

organized exhibit on artwork that symbolizes
cultural identity their ethnic affiliation. All
products shall be displayed
for public viewing
(Esmeralda, 2018).

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Steps in Creating Performance-Based Assessment
Designing a performance assessment requires a tedious process which starts with
identifying a task. Generally, the performance task should make the students
appreciate the lesson by completing a performance or project while they develop their
knowledge and skills at the same time. The experiences they get will enable them to
construct their own idea and develop their own sills which are relevant in real life.
1. Defining the Purpose of Assessment
As teachers, always keep in mind that in choosing assessment strategies, you must
always rely on the learning targets. By looking at these targets, teachers can ensure
the alignment of what the learners have learned and what to assess in their learning.
It also gives the teachers a glimpse of what is expected for students to create or
perform which will become the basis of the teachers’ evaluation.
Moreover, by identifying the purpose of PBA, teachers can identify what set of skills
can be developed among the learners. Examples are cognitive skills, social skills,
affective skills, and psychomotor skills.
2. Identifying the Appropriate Task
After identifying the purpose of assessment, teachers can now proceed to identifying
and/or creating aligned performance tasks. You must understand that in identifying the
task, you must be able to identify the competencies or learning targets to see the
connections of the task and desired performance.
This process will guide the teachers in ensuring the alignment principle of what will be
assessed. Linn (1995) as cited by Cajigal and Muntuano (2014), identified
recommendations to improve performance tasks:
⚫ Focus on learning outcomes that require complex cognitive skills and student
performances.
⚫ Select or develop tasks that represent both the content and the skills central to the
important learning outcomes.
⚫ Minimize the difference of task performance on skills that are irrelevant from the
intended purpose of the assessment task.
⚫ Provide the necessary scaffolding for students to be able to understand the task
and what is expected.

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⚫ Construct task directions so that the students’ task is clearly indicated.
⚫ Clearly communicate performance expectations in terms of the criteria by which
the performances will be judged.
3. Using Rubrics as an Assessment Tool
It is clear that performance assessment is not a walk in the park. It requires time,
effort, and sometimes money. With regard to the evaluation process, the teachers must
see to it that no other hindering factors may come along the way, particularly in scoring
process. TO ensure the reliability of score, teachers have to use scoring rubrics.
Hubba and Freed (200) opined that scoring rubrics usually contain the following
components:
⚫ Clear statements of the level of knowledge you expect the student to achieve for
them to receive a given grade
⚫ The dimensions of the quality of work you expect the students to achieve
⚫ Commentaries describing your expectations of knowledge and quality that
distinguish each grade band (e.g., ABCDF)
Keep a few questions in mind while developing an instructional rubric.
⚫ What are the essential elements of high-quality work?
⚫ How many levels of achievement are to be described?
⚫ Are the criteria for each level clearly described?

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The Basic Components of Scoring Rubics:

Types of Scoring Rubric

1. Analytic Rubric. This kind of scoring rubric requires teachers to identify
major skills that are relevant and aligned with what is intended to measure. It
determines the specific and detailed criteria that learns must achieve. When
criteria are defined in a detailed manner, teachers will not face any difficulty in
assigning scores to a performance or a product. Each criterion is defined based
on a certain degree of performance, thereby creating better diagnostic
information.

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 Analytic Rubric for Essay Writing

2. Holistic Rubric. This kind of rubric allows teachers to evaluate a performance or

a product based on the perspective of its overall quality. Each criterion is defined
generally and then assigned a score. This gives the teachers an overall grasp of what
should be evaluated among the learners. It also allows the teachers to rate very
quickly, thus saving more time for the performance.

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Holistic Rubric for Discussion Boards

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Experience
Interview a social studies teacher about his/her implemented performance
tasks. Ask for a sample by looking into their lesson logs. You could also ask for a
sample scoring rubric. Paste it in the box below.

Assess
Identify and explain what is asked in the table.
Types of Performance How to Implement? What Does it Enhance?
Task

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Challenge
Visit and read the article in this blog post:
https://blog.performancetask.com/why-should-we-use-performance-tasks-part-2-
76431024e160. After reading, create an argumentative essay explaining the
significant points whether or not you should implement performance-based
assessment inside the classroom.

Harness.
List down five performances and identify their procedures.

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