Strategies in Teaching

Araling Panlipunan
NOVER D. ESTEBAN
What to Learn?
• Discuss lecture-discussion as an instructional strategy
• Explain how lecture-discussion is used in elementary social studies
• Scrutinize a lesson plan following a lecture-discussion as a strategy in
teaching.
• Appreciate the power of graphic organizers in a social studies classroom;
• Scrutinize a lesson plan that uses graphic organizers.
 Topic: Region’s Economy

Teacher A Teacher B
Lecture discussion
Most widely used
instructional strategy

Different levels of Teacher-led discussion

questioning or classroom
Lecture
discussion

Direct instruction
Explicit Teaching model
Lecture discussion
• The lecture-discussion strategy is
founded on the cognitive theory of
education which believes that
students internally organize and
process the information they receive,
thus making them active participants
in the learning process.
Lecture discussion
• The lecture-discussion strategy is applicable in many content areas in
social studies, particularly in explaining new concepts, ideas,
phenomena, and historical events.
Lecture discussion
Four basic steps
• Introduction.
• Presentation of the lesson.
• Comprehension monitoring.
• Integration and closure.
Advantages
1. It is easy to implement and can be applied in almost all content areas in
social studies.
2. Its greatest strength lies in its efficiency in imparting information
since teachers transfer the same amount of knowledge to all students,
in the classroom within a short period of time.
3. Also, the structured content and the allotted time for
comprehension monitoring aids in mastery of learning which can, in
turn, improve student achievement.
4. By utilizing a wide range of questioning, the teacher engages
students in different ways of thinking.
Tips
• Plan the lesson in detail and practice your presentation.
• Be brief in the 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 (e.g., 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.
• Upon looking at the curriculum guide, Teacher
Christine thought that the topic had many
different concepts. This made her struggle so
much in choosing the appropriate teaching
strategies to be used. In her mind, she has to
consider active involvement and the pupils’
retention.
• Immediately after, she was able to craft various
diagrams that could show different
relationships among certain concepts.
However, she still has to know if the crafted
diagrams are effective inside her classroom.
• In the lesson proper, she was astonished how
her pupils responded in all the activities. Her
pupils became engaged and competitive,
particularly in the writing of answers on the
board.
• At the end of the day, Teacher Christine was
able to validate the effectiveness of her
diagrams.
Graphic Organizer
• Learning is a painful process, as we say it in the field of
academe.
• 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 of the concepts that we know may be forgotten,
our capacity to learn is constant.
Graphic Organizer
• The major breakthrough of the graphic organizer happened in
the 1960s when Ausubel (1963) theorized how new concepts
become facilitating factors that influence learning.
Graphic organizer
• Graphic organizers provide a visual representation in developing
and summarizing students’ learning components.
• They help structure disjointed information by creating patterns that
represent the interconnectedness of ideas (Tacaiochta & Leibheal,
2008).
• 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 relationships and the organization of
concepts.
Why Use Graphic Organizers?
1. It facilitates critical and creative thinking.
2. It organizes information
3. It shows relationship.
4. It allows self-directed learning.
5. It encourages interaction.
6. It is a form of assessment.
How to Use Graphic Organizers
Assume and Anticipate.
Position and Pattern.
1 6 7

2 5 8

3 4 9
Group and Organize.

Plants Animals
Upper

flower dog Middle

Lower
rootcrop goat
Compare and Contrast.

B C
Relate and Reason.
Identify and Imagine.
Estimate and Evaluate.
• Explain how lecture-discussion is used in elementary social studies
• Why use graphic organizers in a social studies classroom?
• https://www.edrawmax.com/graphic-organizer/
• https://creately.com/blog/diagrams/types-of-graphic-organizers/