FINAL TERM – SSE 2: 1.

Acquisition – you want to student to acquire and learn

TEACHING APPROACHES IN SECONDARY EDUCATION IN SOCIAL the information.
STUDIES
2. Meaning-Making – is about the students makes and
WEEK 10: INSTRUCTIONAL STRATEGIES construct meaning through information.
3. Transfer – students must know how to transfer the
We need to employ specific strategy to make a lesson plan. information.

A. ACQUISITION

 Episodic Organizer
- episode and
use for
chronological
order

 Data Retrieval Chart

Method or strategies is a systematic presentation. It is accepted
to use two or more approaches, strategies in which we meet our
goals in teaching.

Teaching methods and strategies is under the approaches.

Ex.

Approach: Cooperative Learning

Method / Strategy: Jigsaw

 Swap Talk – this about discussing various topics then

swapping or changing information on another students.

Visualization:

In lesson plan, you have to determine the approach and strategy

that you use in teaching the students.

Always reminder, the goal in teaching the lesson is to learn and

applying a specific strategy.

However, we are not also transferring the knowledge but the  Carousel Talk
facilitator of teaching. It is not always discussing but also,
facilitating.

B. MEANING-MAKING
Maps of Conceptual Change – this is used to determined how
students’ information and knowledge from the start to end of
discussion

LEARNING GOALS
  KWL (Know-What-Learn) Chart – to teach the student
to expand their information.

KNOW WHAT TO KNOW LEARN

 Cause-Effect-Solution Diagram – this is used when

discussing contemporary issue to know the causes,
effect and solution of a problem.

 KWLS (Know-What-Learn-So What) Chart – to teach

the students how to apply the information.

KNOW WHAT TO LEARN SO WHAT?

KNOW

 PMI (Plus-Minus-Interesting) Chart - introduces

 KHWL (Know-How-What-Learn) Chart students to critical thinking by requiring them to
consider multiple perspectives on an issue.

KNOW HOW? WHAT TO SO

LEARN WHAT? PLUS MINUS INTERESTING

 IRF (Initial-Revised-Final Response) Chart – is used to  Conclusion Organizer

know how the students from having an initial or pre-  Positive-Negative Chart
knowledge about
In cooperative learning, we can use:

INITIAL REVISED FINAL  Jigsaw

 Interest of learning (writing, singing, dancing and role
playing)
 Gallery Walk
 Close Reading

CLAIM EVIDENCES REASONING

 Anticipation / Reaction Guide – this is a chart to guide
students with the statements given before and after the
discussion.
BEFORE STATEMENTS AFTER
Agree Disagree Agree Disagree

 Guided Generalization
 Pin Wheel
 Philosophical Chair
 Fishbowl Discussion

 Graffiti Wall and Freedom Wall Other methods:

 Graphic Organizers
 ASKS (Ano-Saan-Kailan-Sino) Chart – this is use in  Editorial Cartooning – this is also associated with the
teaching history processes / guided question
 Rose, Buds, and Thorns
o Roses is about the good things
ANO? SAAN? KAILAN? SINO? o Buds is the problem you can see
 o Thorns is the wishes and processes we want  Identifying Similarities and Differences
to achieve  Venn Diagram / Graphic Organizer
 Empathy Map  Summarizing and Note Taking
 Mind Map  Non-linguistic Representation
 Role Playing
 Film
o Film can be:
 Motivational activity
 Part of a discussion
 Ending of discussion
 Resource Person – teachers can also invite someone
who are eligible and knowledgeable about a topic
 Thinking Hats
o Edward De Bono’s Six Thinking Hats

BLUE HAT – RED HAT – YELLOW HAT

Process Feelings – Benefits
 Thinking about  Intuition, hunches,  Positives, plus
thinking. gut instinct. points.
 What thinking is  My feelings right  Logical reasons
needed? now. Feelings can are given. Why
 Organizing the change. an idea is useful.
thinking.  No reasons are
Planning for given.
action.

WHITE HAT – GREEN HAT – BLACK HAT –

Facts Creativity Cautions
 Information and  Ideas,  Difficulties,
data. Neutral alternatives, weaknesses,
and objective. possibilities. dangers.
 What do I  Provocations-"  Logical reasons
know? PO": Solutions are given.
 What do I need to black hat  Spotting the
to find out? problems risks.
 How will I get
the information
I need?

 Take a Stand
 Primary Resources / Analysis Chart
o in studying, primary sources is important
especially in studying history

C. TRANSFER

 Simulation
o This can be applied in teaching economics.
 Survey
 Mock Trial
 Debate
 Mock Election
 Products
 Blogs
 Essays
 Editorials
 FINAL TERM – SSE 2:  Student’s Task: Determine the connection of
TEACHING APPROACHES IN SECONDARY EDUCATION IN SOCIAL
chronology and causes of historical events.
STUDIES
o Bakit hindi pumayag si Rizal sa madugong
WEEK 11: CONTENT-SPECIFIC rebolusyon? Kontra ba siya?
INSTRUCTIONAL STRATEGIES  We have to show the students the
events in chronologically way in
There are things you have to remember in teaching: order to know them what is the
relationship each event.
1. As a teacher, you have to align, or have an alignment, B. INQUIRY
your approaches to your planning.  Objective: Discover the consequences of a
 This includes the time frame or how many hours historical evens (Woodcock, 2011).
do you teach.  Student’s Task: Appy the steps of the
o Collaboration is a must. It’s better to let scientific method, i.e., rom asking question
them work in other people to forming conclusion (Brookhart, 2015)
2. Nature of Learners o Students are able to asks question
3. Time Framing that led them in forming
4. Learning Competencies conclusion.
 This is non-negotiable to a teacher, because you C. INTEGRATIVE
must teach whenever the time may be.  Objective: Link ideas and concepts together
5. The Nature of Discipline  Student’s Task: Determine the relationship of
different concepts (Karem, 2011)
o It could be an interdisciplinary,
LEARNING COMPETENCIES i.e., history and economics
o It can integrate also with
 Sets of knowledge, skills and attitudes inquired to multidisciplinary; how the math
successfully perform a particular task stated in can integrate with other
specific terms. disciplines of social studies
o Why? Students must have competencies o In teaching, you have to integrated
to perform successfully in a particular within different fields, i.e., math
task. and economics
 Learning Competency contains a verb (an action)  Dapat planado lahat ng
and an object (usually a noun). subjects to make it
 The verb generally refers to (action associated integrated.
verb) the intended cognitive process. D. INTERDISCIPLINARY
 The object generally describe in knowledge  Objective: Combine various concepts from
students are expected to learn. different disciplines of Social Sciences to
o Kailangan nakaalign ang strategy kung form a central theme (Peterson, 2011).
paano maaabot ang learning  Student’ Task: Use a central theme to explain
competency ng mga mag-aaral. an event.
o Ex. Nasusuri ang mga dahilan… o Ex. Nationalism can be a bad
 Verb – Nasusuri implication. Why? Because of
 Object – ang mga dahilan… extreme nationalism, the World
Wars emerged.

Kasanayang Metodo/Estratehiya/Gawain E. MULTI-DISCIPLINARY

Pampagkatuto  Objective: Use concepts from different

?
discipline to discuss an event (Peterson,
Nasusuri ang pagbabago 2011)
sa konsepto ng
 Students’ Task: Explain an event using
pagkakamamayan.
concepts from other discipline.
o Ex. globalization which can be
taught through history, economics,
CONTENT-SPECIFIC INSTRUCTIONAL STRATEGIES sociology, and anthropology.

 You need to know the nature of discipline. 4 MAJOR DISCIPLINES

o Ex. Araling Asyano
 History
 History: the nature of it will be
 Geography
studied and learned in
chronological order; thematic  Citizenship Education
 Economics

TEACHING APPROACHES A. HISTORY

 Too much focus on content
A. CHRONOLOGICAL - THEMATIC  History should be taught as inquiry-based
 Objective: Sequencing of historical events and interpretative (Wering, Torres, Lipstone,
(Woodcock, 2011) and Scott, 2015)
  Teachers are highly encouraged to do and and analyze
perform history through the sude of primary question.
resources (Lin, Masoto, Hay, Min, 2004).  Problem-Posing
o Dapat hindi nakafocus lamang sa Education (Freire)
pagmemorize na ito lang ang way  Service Learning
parang matututo ng kasaysayan • Students know
ang mga mag-aaral. how to help in
o The main issue is the congested nation-
curriculum na dapat hindi. building
• If you are a
 Historical Thinking Skills teacher, you
o Historical Significance must be a best
o Using of Primary Sources teacher.
Evidence
o Identify Contrast and
o Analyze Cause and Conclusion D. ECONOMICS
o Tasking Historical Purposes  Is a discipline directly related to nurture
o Understanding Ethical Dimensions activities in creating and consuming wealth
of History (Subhashini, 2014)
 Students failed to connect the relation
between the subjects being taught in school
and the realities of the world.
B. GEOGRAPHY
o To create right decision because of
 Geography Themes
the scarcity.
o Locations
 Not a mere transmission of knowledge but
o Place
should be based on previous knowledge and
o Region association
o Movement  Problem-solving and inquiry-based
o Human/Environment Interaction  “authentic” learning experiences
 Ito yung unang o Student must experience the real-
discipline na life situations.
pinagaaralan before
another discipline.

C. CITIZENSHIP EDUCATION
 Citizenship Education needs to more layered
forms of national identity, consciousness-
there is a need for citizens to act on the
historical conditioning
 Tends to provide sites to examine and
interrupt the historical and structural roots of
power and privilege
 Needs to educate individuals who can
challenge the status quo om society,
traditional pedagogy was not suffice.
o CE can apply in many grades but
most applicable in the grade 10
level.
o Ang mga mag-aaral ay dapat
maging kritikal in status quo.
 Appreciate what must be
appreciated.
 Criticize must be
criticize.
 We have to hone the
students in developing
their critical minds.
o Goals:
 Transmission vs.
Transforming
• We are the
main
transmission of
knowledge.
• We have to
teach students
how to task
 FINAL TERM – SSE 2:  Lesson Plan serves bible every teacher; do not enter
TEACHING APPROACHES IN SECONDARY EDUCATION IN SOCIAL
the room without plan
STUDIES

Competence
WEEK 14: LESSON 1 - INSTRUCTIONAL
OBJECTIVES  Set of knowledge, skills and attributes required to
successfully perform a permanent task stated in
According to Gagne (1964), there are what we called Nine specific terms
Levels of Instruction. o It is very important to understand learning
competencies
o Mas malawak yung learning competencies at
maabot yung instructional objectives.

Instructional Objectives

 It identifies what students are expected to do and

demonstrate now they do it
 It provides focus and direction for both teacher and
learners
o SMART
 The verb in the objectives describes the designed
performance expected of the learners
 Benjamin Bloom created a framework for writing
objectives at many cognitive levels (It was revised in
2001).
o When we are talking about time bound,
meanings, it always measurable in time (ex.
a. Gain 50-60 mins)
Attention – its  “Bloom’s Taxonomy”
is about Happens prior
attracting or
to
getting the
students’
instruction/or VERB + NOUN PHRASE (this is the topic, content, task)
attention before
b. Inform discussion “A Taxonomy for Learning, Teaching and Assessing.” (1956 –
learner of Bloom – Orig ; 2001 - Revised)
Objectives
c. Prior All of these
Learning levels are
d. Present part of
Content - we learning
teach the plan/lesson
content plan.
e. Providing Meaning,
Guidance – lahat ‘yan ay
collaborative Happens plinaplano.
activities during
f. Practice / discussion
Direct
Performance
– about
applying the
content
g. Provide
Feedback –
this is about
appreciating
Ex. Nakabubuo ng timeline ng mga paglalakbay ng Espanyol
h. Assess sa Pilipinas hanggang sa pagkakatatag ng Maynila at mga
Performance Happens after unang engkwentro ng mga Espanyol at Pilipino.
i. Enhance discussion /
Retention and Verb: Nakabubuo (cognitive – process dimension)
instruction
Transfer to Noun Phrase: ng timeline…Pilipino (knowledge dimension)
the Job
COGNITIVE PROCESS (Revised Bloom’s Taxonomy)

 Remember  Analyze
 Understanding  Evaluate
HOW WE PLAN THE LESSON?  Apply  Create
  HOW LEARNERS THINK? A. FACTUAL KNOWLEDGE – the basic elements students
 WHAT COGNITIVE PROCESS USED BY THE must know to be acquainted with a discipline or solve problems
STUDENTS? in it

THE COGNITIVE PROCESS DIMENSION MAJOR TYPES AND EXAMPLES

SUBTYPES
The Knowledge Remember Under Apply Analyze Aa. Knowledge of Technical vocabulary,
Dimension standing Terminology musical symbols
Ab. Knowledge of specific Major natural resources,
Factual details and elements reliable sources of
Conceptual information
Procedural (nature, events, places, dates,
Metacognitive terms, documents, objects)

COGNITIVE PROCESS B. CONCEPTUAL KNOWLEDGE – the interrelationship

among the basic elements within a larger structure that enable
1. Remember them to function together
 Factual
o ex. Natutukoy ang mga MAJOR TYPES AND EXAMPLES
SUBTYPES
pangyayaring…
Ba. Knowledge of Period of geological time,
2. Understand
classifications and categories forms of business ownership
 Verb Bb. Knowledge of principles Pythagorean theorem, law of
 Context means from instructing messages, and generalizations supply and demand
including.. Bc. Knowledge of theories, Theory of evolution,
o Naipapaliwanag models and structures structure of congress
o Nailalarawan
o Naiuugnay
o Naipapapaliwanag  Categories
3. Apply o Stage of cultural evolution
 Carry on o Economic systems
o Nailalapat at kahulugan ng o Forms of government
ekonomiyang naipapamuhay o SOGIE
bilang isang mag-aaral at kasapi ng o Regions
pamilya at komunidad.  Regionalization si debatable which
4. Analyze talking about its geographical
 Break material on its.. aspect and culture
o 4.1. Differentiating  Theories, Models and Structures
o 4.2. Organizing o Theory of evolution
o 4.3. Attributing o Big Bang Theory
o Circular Flow of Market System
5. Evaluate o Ideologies
 H o Philosophies
o 5.1. Checking o Religious Beliefs
o 5.2. Critiquing
 Nagtataya/evaluate
6. Create
 C
o 6.1, Creating – hypothesizing
o 6.2. Planning – Designing
C. PROCEDURAL KNOWLEDGE – How to do something,
o 6.3 Producing – Conducting
methods of inquiry, and criteria for using skills, algorithms,
 Andragogy
techniques and methods
 Naisasagawa
 Nakapamumun SUBTYPES EXAMPLES
gkahi Ca. Knowledge of subject- Friction calculation
 Nakagagawa specific skills and algorithms
Cb. Knowledge of subject- Scientific Methods
KNOWLEDGE DIMENSION specific techniques and
methods
A. Factual – (ex. sino ang unang president ng 4th Cc. Knowledge of criteria for The criteria used to
congress) determining when to use determine when to apply
B. Conceptual – application appropriate procedures Newtons second law
C. Procedural – (ex. economics) more on systematic
processes
D. Metacognitive – ginagamitan ng cognition  Process, Series, Steps, Techniques
o Historical Method
o Scientific Method
 o Research Method
o Locate Places
o Computing for GDP
o Making a graph

D. METACOGNITIVE – Knowledge of cognition in general as

well as awareness and knowledge of one’s own cognition

SUBTYPES
Da. Strategic Knowledge
Db. Knowledge about
cognitive tasks, including
appropriate contextual and
conditional knowledge
Dc. Self-Knowledge
EXAMPLES
Knowledge of outlining as a
means of capturing the
structure of a unit of subject
matter in a textbook
The competencies are needed to be classified if they are broad or
Knowledge of the cognitive
specific. (APCG and MELCS – the learning competencies here is
demands of different tasks
somehow broad).
Awareness of one’s own
knowledge level MELCS

 inducing understanding
 Subject “wholeness”
 Measuring (calrity and competencies)

INSTRUCTIONAL ACTIVITIES

 Statement of the intended learning based on standard

and competencies
 These are specific to the tasks for the day and allowing
contexts to assessment.
o LC – 1 per week

CHARACTERS OF INSTRUCTIONAL
WEEK 14: LESSON 2 – SUBTASKING THE OBJECTIVES
COMPETENCE
A. Connected to the standards and curriculum based
 Unpacking the learning competencies B. Appropriate for the proficiency level
 Towards adhere learning standards C. Measurable and anchor to the learning competencies
 Develop the knowledge, skills, and attributes to D. Specific
achieve learning standards E. Demonstrated what strand will be able to do.

LEARNING STANDARDS

 Provide level of doing competence indicate real-life

HOW TO MAKE INSTRUCTIONAL OBJECTIVES?
purpose of competence show literary connection  Simula sa basic
(enduring) of different competencies stated in a broad o Natutunan
and general way
o Naiiba
o Nailalarawan
o Naisusuri
o Napapahuluguhan
 Instructional Objectives will help to achieve the
Learning Comptencies

ASSESSMENT:
A. Diagnostic Assessment – recorded but not graded
B. Formative Assessment – recorded but not graded;
tinitignan if yung bata ay hand ana sa summative
assessment
C. Summative Assessment – Recorded and graded