FINAL TERM – SSE 2: HOW WE PLAN THE LESSON?

TEACHING APPROACHES IN SECONDARY EDUCATION IN SOCIAL

STUDIES • Lesson Plan serves bible every teacher; do not
enter the room without plan
WEEK 14: LESSON 1 - INSTRUCTIONAL
OBJECTIVES Competence

According to Gagne (1964), there are what we called Nine • Set of knowledge, skills and attributes required to
Levels of Instruction. successfully perform a permanent task stated in
specific terms
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
a. Gain objectives at many cognitive levels (It was revised
Attention – in 2001).
its is about Happens o When we are talking about time bound,
attracting or meanings, it always measurable in time
prior to
getting the (ex. 50-60 mins)
instruction/or
students’ • “Bloom’s Taxonomy”
attention before
b. Inform discussion
learner of
Objectives VERB + NOUN PHRASE (this is the topic, content, task)
c. Prior All of these
Learning levels are “A Taxonomy for Learning, Teaching and Assessing.” (1956
d. Present part of – Bloom – Orig ; 2001 - Revised)
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

h. Assess
Performance Happens
i. Enhance after Ex. Nakabubuo ng timeline ng mga paglalakbay ng
Retention discussion / Espanyol sa Pilipinas hanggang sa pagkakatatag ng
and Transfer instruction Maynila at mga unang engkwentro ng mga Espanyol at
to the Job Pilipino.

Verb: Nakabubuo (cognitive – process dimension)

Noun Phrase: ng timeline…Pilipino (knowledge

dimension)
 COGNITIVE PROCESS (Revised Bloom’s KNOWLEDGE DIMENSION
Taxonomy)
A. Factual – (ex. sino ang unang president ng 4th
• Remember • Analyze congress)
• Understanding • Evaluate B. Conceptual – application
• Apply • Create C. Procedural – (ex. economics) more on systematic
processes
D. Metacognitive – ginagamitan ng cognition
• HOW LEARNERS THINK?
• WHAT COGNITIVE PROCESS USED BY THE
STUDENTS?
A. FACTUAL KNOWLEDGE – the basic elements students
THE COGNITIVE PROCESS DIMENSION must know to be acquainted with a discipline or solve
problems in it
The Remember Under Apply Analyze Evaluation Create
Knowledge standing MAJOR TYPES AND EXAMPLES
Dimension SUBTYPES
Factual Aa. Knowledge of Technical vocabulary,
Conceptual Terminology musical symbols
Procedural Ab. Knowledge of specific Major natural resources,
Metacognitive details and elements reliable sources of
information
(nature, events, places,
COGNITIVE PROCESS dates, terms, documents,
objects)
1. Remember
• Factual
B. CONCEPTUAL KNOWLEDGE – the interrelationship
o ex. Natutukoy ang mga
among the basic elements within a larger structure that
pangyayaring…
enable them to function together
2. Understand
• Verb MAJOR TYPES AND EXAMPLES
• Context means from instructing SUBTYPES
messages, including.. Ba. Knowledge of Period of geological time,
o Naipapaliwanag classifications and forms of business
o Nailalarawan categories ownership
o Naiuugnay Bb. Knowledge of Pythagorean theorem, law
o Naipapapaliwanag principles and of supply and demand
3. Apply generalizations
• Carry on Bc. Knowledge of Theory of evolution,
o Nailalapat at kahulugan ng theories, models and structure of congress
structures
ekonomiyang naipapamuhay
bilang isang mag-aaral at
kasapi ng pamilya at • Categories
komunidad. o Stage of cultural evolution
4. Analyze o Economic systems
• Break material on its.. o Forms of government
o 4.1. Differentiating o SOGIE
o 4.2. Organizing o Regions
o 4.3. Attributing ▪ Regionalization si debatable
which talking about its
5. Evaluate geographical aspect and
• H culture
o 5.1. Checking • Theories, Models and Structures
o 5.2. Critiquing o Theory of evolution
▪ Nagtataya/evaluate o Big Bang Theory
6. Create o Circular Flow of Market System
• C o Ideologies
o 6.1, Creating – hypothesizing o Philosophies
o 6.2. Planning – Designing o Religious Beliefs
o 6.3 Producing – Conducting
▪ Andragogy
• Naisasagawa
• Nakapamum
ungkahi
• Nakagagawa
C. PROCEDURAL KNOWLEDGE – How to do something, WEEK 14: LESSON 2 – SUBTASKING THE
methods of inquiry, and criteria for using skills, algorithms,
COMPETENCE
techniques and methods
• Unpacking the learning competencies
SUBTYPES EXAMPLES
• Towards adhere learning standards
Ca. Knowledge of subject- Friction calculation
• Develop the knowledge, skills, and attributes to
specific skills and
algorithms achieve learning standards
Cb. Knowledge of Scientific Methods
LEARNING STANDARDS
subject-specific
techniques and methods • Provide level of doing competence indicate real-
Cc. Knowledge of criteria The criteria used to
life purpose of competence show literary
for determining when to determine when to apply
connection (enduring) of different competencies
use appropriate Newtons second law
stated in a broad and general way
procedures

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

A. Connected to the standards and curriculum

based
B. Appropriate for the proficiency level
C. Measurable and anchor to the learning
competencies
D. Specific
E. Demonstrated what strand will be able to do.

HOW TO MAKE INSTRUCTIONAL OBJECTIVES?

• Simula sa basic
o Natutunan
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