M MILA GRACE B.

TUNGALA
B BEED 2-E
 MODULE 4
UNIT III: INSTRUCTIONAL STRATEGIES FOR SOCIAL STUDIES – PART 2

Introduction

Many students perceive Social Studies as a boring subject. Perhaps one reason that
can be cited for this perception is that many educators rely too much on lectures as the
primary way of teaching the subject to their students. While this strategy has its merits
given the breadth of the content, it is important for teachers to acknowledge that there is a
wide array of teaching strategies that will not only make Social Studies more fun for
students but will also hone their critical thinking, affective, and psychomotor skills. In this
unit, you will be exposed to ten instructional strategies that you can employ in developing a
Social Studies lesson. These are lecture discussion, use of graphic organizers, inquiry-based
teaching, case study, jigsaw, panel discussion, technology-based interactive teaching
strategy, roleplay and simulation, field studies, and service learning. Aside from being
presented with its origins, theoretical underpinnings, strengths, and limits, you will also be
guided as to how these strategies can be used in actual Social Studies elementary lessons.
At the end of the unit, it is expected that you will be able to develop your own set of
detailed lesson plans that incorporated the given strategies.

Learning Outcomes

Upon completion of this Module, you shall be able to:

1. Discuss panel discussion as an instructional strategy.
2. Enumerate the advantages and disadvantages of using Technology-Based Interactive
Teaching Strategy.
3. Discuss role-play and simulation as instructional strategies.
4. Know the nature and purpose of field studies.
5. Discuss Service Learning strategy and its types.

Discussion

LESSON 1: PANEL DISCUSSION

Think

The panel discussion is a method that encourages the exchange of ideas that allows
the panel members and the audience to discuss a particular topic. It is often used to shed
light on issues regarding politics, community, and academic topic contents. The panel
discussion can also be used inside the classroom as a performance task. The pupils are
asked to be experts in various fields such as a teacher, guidance councilor, politician,
doctor, engineer, etc. They assume the roles of whoever they portray and explicate topics in
their own context. The teacher, on the other hand, stands as a moderator who facilitates the
flow of ideas among the learners. In the long run, the moderator can ask several questions
and can summarize the points made by the panelists. Social studies education in the
Philippines is grounded on the theory of constructivism. The panel discussion has the
underpinnings of the constructivist classroom climate. However, constructivist classroom
is more than the teaching strategies implemented by the teacher; it is more of creating
relationships between learners, teachers, and concepts (Windschitl, 1999). Thus, when
properly implemented, it can be a valuable teaching strategy that can produce several
advantages in social studies education.

To further understand how a panel discussion works inside the classroom, Kamens
(2014) identified the following guidelines:
How to conduct a panel discussion?

• The teacher will act as the moderator. The learners will act as subject area experts;
however, the moderator is not a panelist. Hence, he/she will play a different role so
his/her ability to oversee the flow of discussion is important.
• Group the learners depending on the number of students. It should not exceed seven
members.
• The moderator and members should create a list of interview questions.
• During the pre-event interviews, the moderator should take good notes and discover
interesting stories and opinions that each panelist can give.
• The moderator, after the simple interview, will then develop a final list of questions for
the actual panel discussion. Note: The idea is to ask questions to bring out interesting
stories with spontaneity.

Room Set-up and Logistics

• To have a lively discussion, slides should not be used to replace discussions.

• Don't put your panelists behind a table. It creates a formal notion and adds distance that
prevents good interaction between the panelists and the audience.
• The best set-up is for the panel discussion to be in a slight semi-circle on comfortable
chairs with the moderator sitting in the middle.
• Place the exact number of seats for the expected panelists. This gets people to sit close
to the front so that the interactions can be better.
• Have a good microphone system ready.

The Moderator Takes Control

• It is the moderator's job to prevent anyone from disrupting the discussion. The
moderator most actively focus to keep things moving and to prevent any panelist or
audience member for any disruptions.
• The moderator should introduce the panelists and the topics to be discussed. .
• The moderator asks questions, calling on one or two panelists for each question in this
way, the discussion will be kept moving. Don't allow all the panelists to answer a
question simultaneously. Know when to move on to the next topic.
• To ensure spontaneity, a moderator should be prepared with different sets of questions.
Be a moderator who knows how to easily communicate questions.
• Make the discussion interactive by polling the audience with a few questions. Who is
out there? What do they do? Find out their areas of interest and list some, and ask
people to raise hands in response.
• Give the audience members a chance to participate.

Timing is Everything

• No more than 40 minutes for the panel discussion, leaving 20 minutes for audience
questions (30 if the discussion is lively) is the rule. However, because of the number of
groups to be accommodated, the time can be cut short.
• To ensure audience participation, the teacher-moderator can give questions to some
audience members ahead of time.
 • In case the audience members want to take over, it is the role of the moderator to keep
them in their seats and ensure the smooth flow of the activity.

Study the sample Daily Lesson Plan below and analyze how the panel discussion strategy is
utilized in the elementary social studies classroom.

Grade Level 4

Learning Area Araling Panlipunan

Quarter Ikaapt

I. Objectives
Content Standard Naipamalas ang pang-unawa sapagkakailanlan ng bansa ayon sa mga
katangian heogropikal gamit ang mapa.
Performance Standard Naipamamalas ang kasanayan sa paggamit ng mapa sa pangtukoy ng iba’t
ibang lalawigan at rehiyon ng bansa
Learning  Nakakagawa ng mga mungkahi upang mabawasan ang masamang
Competencies/ epekto dulot ng kalamidad
Objectives  Nakagagawa ng maagap at wastong pagtugon sa mga panganib

II. Content Ang katangiang Pisikal ng Aking Bansa- Mga Kalamidad

III. Learning Resources

References Araling Panlipunan 4 Learner's Module

Araling Panlipunan 4 Teacher's Guide
Other Learning Mga larawan ng kalamidad na naranasan sa bansa at mga rescue
Resources operation tuwing may kalamidad
Mga babaahin
Chalk
IV. Procedures

Before the Lesson I. Pagbabalik aral at Pagganyak (5 minunto)

Sisimulan ng guro ang balik-aral sa pamamagitan ng
pagpapakita ng pilipinas na nasa Pacific Ring Of Fire at
itatanong ang mga sumusunod:

1. Ano ang nais ipahiwatig ng pacific ring of fire?

2. Ano ang implikasyon ng pagkabilang ng pilipinas sa pacific ring of
fire?
II. Paglalahad ng mga paksa at mga layunin (2 minutos)

“ ang Pilipinas nakahimlay sa lokasyon na laging natatamaan ng iba’t

ibang kalamidad. Nararapat lamang na ito ang ating tatalakayin s
araw na ito upang malaman natin kung ano ang gagawin sa mga
panahong may kalamidad. (paalala) kahapon, ibinigay ko ang inyong
paksa at pangkat upang kayoy makapaghanda sa ating panel
discussion ngayong araw”
 During the Lesson I.Pagtalakay (3 minuto)
Ilalahad ng guru ang mga panuto at kailangang bigyang diin
so mga paksa ng panel discussion.

II. Gawain: Panel Discussion (30 minuto)

1. Mayroong tatIong grupo na binubuo ng lima hanggong walong
miyembro. Bawa't grupo ay binigyan ng oras upang magsaliksik so
kanilang paksa.
2. Ang guru ay magsisilbing moderator ng panel discussion.
Ipapakilala ng guru ang mga tagapagsalita sa lahat ng grupo. Maaari ring
magtanong ang guru sa mga tagapagsalita. Lahat ng miyembro ng grupo
ay dapat makapagbahagi ng kanilang ideya.
MGA PAKSA:
• Group 1. Mga dapat ihanda so bago ang mga sakuna
• Group 2. Mga dapat gawin habang nagaganap ang sakuna
• Group 3. Mga dapat bigyang tuon pagkatapos ng sakuna
3. Pagkatapos makapagbagi ng lahat ng grupo, ihahayag ng guru ang
kabuuang results ng panel discussion. lisa-isahin ang mga magagandang
punto at mga dapat isaisip.
4. Ibibigay ng guru ang mga puntos ng lahat ng grupo.

After the Lesson I. Pagbubuod (5 minuto)

Itatanong ng guro ang sumusunod:
1. Anu-ano ang mga dapat tandaan bago, habang nangyayari, at
pagkatapos ng sakuna?
2. Bakit importante ang paghahanda so mga sakuna? (Ipagpapatuloy
at mas palalalimin ang aralin so susunod no pagkikita.)

LESSON 2: Technology-Based Interactive Teaching Strategy

THINK

Technology has been over-associated with 21st century teaching and learning
processes. Having LED TVs and LCD projectors inside classrooms became the norm. The ways
teachers incorporate technologies into their classroom implies something about their
professional practices. In this time, we acknowledge the potentialities of new technologies
such as laptops, wireless connectivity, interactive whiteboards, and mobile communication
devices to reshape pedagogic activity within primary classrooms. However, come to think of it,
the TV and projector should not be the basis of teaching; teachers are still the best
instructional materials rather than PowerPoint presentation. Hence, its timely to re-examine
the realities regarding the use of technology as a tool in classroom instruction.

DepEd’s K-12 Conceptual Framework and Exit Points

 One of the skills to be
harnessed among Filipino learners
is the information, communication,
and technology (ICT) skills. To
achieve this, teachers must be able 0
to infuse technology in their
instruction so as to immerse the
learners in a more interactive
manner. Also, when guided
properly, the learners will be able to
harness the information and media
skills that will be useful in their daily living. However, teachers need to value the importance of
technology not just to inform their learners but to transform them through the assistance of
technology.

As stipulated in DepEd Order No. 42, s. 2016, the integration of technology inside the
classroom shall be grounded on these bases:

• ICT integration in teaching and learning involves all activities and processes with the
use of technology that will help promote learning and enhance the abilities and skills of
both learners and teachers.
• The use of computers can speed up the preparation of daily lessons .... This way,
teachers can support each other by having a repository of lesson plans to refer to in
preparing for their daily lessons.
• Teachers can plan learning opportunities that allow learners to access, organize, and
process information, create and develop products, communicate, and collaborate with
others using ICTs.

Advantages and Disadvantage

Technology has been the greatest change that we have seen in education. Several
policies, whether in the government or private sectors, had been forwarded to ensure that
classrooms are infused with at least basic technologies. However, even if technology is seen as
beneficial, there are still many debates, especially on the extent of technology use and
exposure time. Hence, there is really a need to closely monitor this issue because it could make
or break the learners.
The learners of today have been branded with several names such as digital natives,
where they are born with the intellectual capacity to go over technologies even with simple
exposure because it is part of their lives, and tech-savvy for they are more proficient in using
technologies compared to the older generations. On one hand, some
Advantages teachers today are feeling
Disadvantages
resentment toward thein
1. Using technology usethe
of technologies because
classroom allows 1. itTechnology
gives them more
in thedifficulty.
classroomOn the
can other
be a
hand,youneophyte teachers
to experiment areinmore
more versatile,
pedagogy for they manage
and get to use technology and traditional
distraction.
pedagogies
instantat the same time. To fully understand 2.
feedback. theTechnology
nature and limitations of technology
can disconnect in
students from
the
2. classroom,
Technologyhere are the
in the advantages
classroom helps and disadvantages
ensure of technology in the classroom:
social interactions.
full participation. 3. Technology can foster cheating in class and
3. There are countless resources for enhancing on assignments.
education and making learning more fun and 4. Students don't have equal access to
effective. technological resources.
4. Technology can automate many of your 5. The quality of research and sources they find
tedious tasks. may not be top-notch.
5. With technology in the classroom, your 6. Lesson planning might become more
students have instant access to fresh laborintensive with technology.
information that can supplement their
learning experience.
6. We live in a digital world, and technology is a
 life skill.

ADDIE Model

The ADDIE model is a useful systematic instructional design model that can be used in
crafting technological advancement in instruction. Consisting of five stages, this model has
several versions.

A-nalysis This phase is considered the goal-setting stage. The focus of the designer is to
target all learning competencies.
D-esign. In this stage, all goals, tools, and performances are laid down, ready for the
next stage.
D-evelopment. This stage starts with the production and testing of various
methodologies used in the plan. Relevant in this stage are the data gathered from the
two previous stages.
I-mplementation. The key word in this stage is procedure. Teachers or designers must
be guided by various steps crafted in the preceding stages.
E-valuation. This final stage evaluates both the processes and the outcomes of the
model. In here, the teachers are encouraged to see the results formatively and
summatively.

To see the connections between the stages, here are the following questions be
answered in each specific stage.

Stage Essential Questions

Analysis Phase • Who is the audience and what are their characteristics?
• Identify the new behavioral outcome.
• What types of learning constraints exist?
• What are the delivery options?
• What are the online pedagogical considerations?
• What is the timeline for project completion?

Design Phase • Documentation of the project's instructional, visual, and technical

design strategy
• Apply instructional strategies according to the intended behavioral
outcomes by domain (cognitive, affective, psychomotor)
• Create storyboards
• Design the user interface and user experience

• Prototype creation
• Apply visual design (graphic design)
Development Phase  What content is to be created?
 What designs can be used?

 How do you review the features of the design?

Implementation Phase  Are the implementers ready for the technology?

 Do the implementers have enough knowledge
about the technology?

Evaluation Phase Formative evaluation:

 How does each step perform?

 What is needed to improve in each step? Summative evaluation:

  What is the overall impact of the technology in the instruction?

 What needs to be done to further improve instruction?

List of Applications for Teaching

In the contemporary educational milieu, many innovations were created to make

educational technology accessible to both teachers and learners. Here are some of the p tions
that you can use in your classroom.

Application Description
Reading Reading Eggs is a multi-awarded application that helps children to read.
EGGS Using interactive reading games and reading lessons, the children will learn
Learn to read to read while enjoying over 2,000 e-books.

Curious World: This app is packed with various types of activities to educate and amuse
Play learn Grow children. From videos to fun-filled activities, the learners will be inspired to
participate in class.
Mental UP This type of app enhances the critical thinking skills of children as they solve
Educational Games different types of problems in various ways.

Edmondo Edmodo is a social platform used for communication, polling, assignments,

quizzes, etc. Teachers can easily send handouts and quizzes on this app.
Kahoot! Kahoot! is an app that teachers use to facilitate online 1 and real-time
quizzes. Questions are projected on the screen and children answer with
their smartphone or computer.
BrainPOP BrainPOP® generates animated educational content that adds excitement to
UK Featured Movie lessons.

Khan Academy Khan Academy is a non-profit open-source educational website which aims to
change education for the better. Teachers can explore thousands of videos
and lessons for free.
Socrative Student This app establishes an interactive environment for learning. Teachers can
ask questions and conduct assessments on a real-time basis. Gauging
students has never been so easy!
Nearpod Nearpod allows teachers to create interactive lessons, presentations,
assessments, and lesson contents.
Quizlet Teachers can explore the content in this app which 11 can be used for
assessments.
Edublogs Edublogs allows teachers to easily create and supervise learner blogs. It's
easy to customize designs II and include videos, photos, and podcasts.
Google Earth Google Earth offers the means to present geographic data from a wide variety
of sources together in a geospatial context. This can be used in geography
subjects.
Showme Interactive ShowMe Interactive whiteboard app allows teachers and students to create
Whiteboard ShowMe presentations that can be shared via the device to a group of
students. Teachers can record and create engaging presentations by using
tools such as adding text and images
Book Creator It is a rare lesson creation app that is very accessible. With this app, both
teachers and students can create useful and astonishing e-books, magazines,
and others easily.
Showbie This app can help teachers to easily and quickly distribute assignments,
handouts, videos, etc. to students. Students can also send their works through
Showbie.
Educreations This is an app engineered for teachers to present lessons that can be shared to
 Interactive students, other teachers, and parents. Educreations is an exceptional
Whiteboard interactive whiteboard with a screencasting tool that is powerful and fun to
use.

Experience

study the sample Daily Lesson Plan below and analyze how the Technology-based
Interactive Teaching strategy is utilized in the elementary social studies classroom.

Grade Level 4
Learning Area Araling Panlipunan
Quarter Ikalawa

I. Objectives
Content Standard Naipapamalas ang pang-unawa at pagpapahalaga ng iba't ibang
kuwento and mga sagisag na naglalarawan ng sariling lalawigan at
mga karatig lalawigan sa kinabibilangang rehiyon
Performance Standard Nakapagpapamalas ang mga mag-aaral ng pagmamalaki sa iba't
ibang kuwento at sagisag na naglalarawan ng sariling lalawigan at
mga karatig lalawigan sa kinabibilangang rehiyon.
Learning 1. Nauunawaan ang kasaysayan ng kinabibilang;;' rehiyon.
Competencies/Objectives 1.1 Naisalaysay ang pinagmulan ng sariling lalawigan at mga
karatig na lalawigan sa pamamagitan ng malikhaing
pagpapahayag at iba pang likhang sining.
1.1.1 Natutukoy ang kasaysayan ng pagbuo ng sariling lalawigan
ayon sa batas.
II. Content 1. Pinagmulan at mga Pagbabago
2. Makasaysayang pook at pangyayari sa lba't (bang Lalawigan
3. Simbolo ng mga Lalawigan
4. Mga Bayani ng mga Lalawigan
III. Learning Resources
References Araling Panlipunan 4 Learner's Module Araling Panlipunan 4
Teacher's Guide
Other Learning REsources PowerPoint Presentation
TV/Projector
Internet Connection/ Wi-Fi
Smartphone/Tablet per group
IV. Procedure
Before the Lesson I. Pagbabalik-aral at Pagganyak (5 minuto) Balik Aral.
Gamit ang 4pics 1word sa PPT, huhulaan ng mga mag-aaral
ang nais ipahiwatig ng mga larawan. Pagkatapos mahulaan,
kailangang ipaliwanag ito para so karagdagang puntos
(formative).
Pagganyak.
Magpapapanood ang guro ng isang video clip tungkol sa
kanilang probinsiya o munisipyo. Babanggitin muna ng guro ang
mga guide questions para so pagproseso: Itatanong ng guro so
klase ang sumusunod:
1. Saan nagmula ang pangalan ng ating lalawigan? Paano ito
nagsimula?
2. Bakit kailangang malaman ang pinagmulan ng ating
komunidad?
II. Paglalahad ng mga Paksa at mga Layunin (2 minuto)
"Pag-aaralan natin ang kasaysayan ng ating lalawigan, mga
pagbabagong naganap dito, mga maipagmamalaking pook at mga
tao, at mga bayani." Ipapabasa so mga mag-aaral ang mga layunin
 ng aralin.
I. Pagtalakay (3 minuto)
Sa pagtalakay, magpapakita ang guru ng mga larawan na
sumisimbulo sa komunidad.
II. Gawain: Interactive Discussion (30 minuto) Formative
Assessment:
Gamit ang Kahoot (isang application), maglalaro ang
mga bata ng isang online quiz bee na magsisilbing lunsaran
ng talakayan.
HALIMBAWA NG MGA LARAWANG MAAARING IPAKITA:
• Mga tanawin tulad ng mga bundok, talon, dalampasigan,
ilog, at iba pa
• Mga bantog na mamamayan at mga bayani; at
• lba pang simbolo no makikita sa lokalidad
Tuwing matatapos ang laro sa Kahoot, ipapaliwanag ng
guro ang mga detalye tungkol sa mga tanong/larawan na
sinagutan ng mga bata. Malayang makapagtatanong ang
mga bata tungkol sa aralin.
I. Pagbubuod (5 minuto)
ltatanong ng guro ang sumusunod:
1. Anu-ano ang mga dahilan ng pagbabago sa ating lugar?
2. Bakit natin kailangang pangalagaan ang mga biyayang ibinigay
sa atin ng Maykapal?
3. Paano mo maipagmamalaki ang iyong
komunidad?
(Ipagpapatuloy at mas palalalimin ang aralin sa susunod na
pagkikita.)

LESSON 3: Role-Play and Simulation

Think

Role-playing and simulation are strategies categorized under creative dramatics, along
with the dramatic play and the mock trial. Role-playing is an unrehearsed dramatic
presentation that enables participants to explore alternative solutions to a solve a problem
(Chapin, 2013). In this strategy, some students are tasked to enact their solution to an
openended situation while the rest of the class observes. On the other hand, Simulation is a
strategy that provides a representation of some phenomenon, event or issue that exists or
existed in the real world, usually in the e form of a game (Beal & Bolick, 2013). It may come in
two forms: computerized and non-computerized. Here, the objective may be to solve a
problem, to arrive at a decision, to experience the situation, or feel the consequence. While
role-play and simulation have defining characteristics, they may overlap when implemented in
the classroom. Activities that require students to present solutions to real-world problems
through dramatization fall under these two strategies.
Role-play and simulation are founded on the experiential learning theory of Dewey
(1938) and Kolb (1975) which believes that students learn best when they are presented with
concrete experiences they can reflect on, analyze, and test in new situations. In social studies,
these two strategies are useful in examining abstract concepts, controversial issues, and topics
that entail an examination of beliefs, attitudes, and moral decisions.

Steps
Role-play and simulation can both be implemented through these five steps:
 1. Initiation and direction. This involves setting the stage for the role-play or simulation
by identifying and discussing the problem to be resolved or situation to be experienced
by the students.
2. Describing the scenario. The teacher presents the situation through explicit instruction
or media presentation (showing a picture, watching a video, reading a story, etc.).
3. Assigning roles. The teacher selects members of the class and assigns them characters.
The actors/actresses and audience are then briefed about their roles. In Role-play, a
short rehearsal may take place before proceeding to the next part.
4. Enactment. Students present their scenarios or engage in the simulation.
5. Debriefing. This is considered as the most integral part because reflection,
generalization, and conclusion take place here. Character and audience process their
actions and feelings and pose questions. In role-play, switching of roles may be done to
offer alternative solutions.

Advantages
Role-play and simulations present many advantages, the reason why it is a popular
strategy among social studies teachers. First, they make abstract concepts and ideas more
concrete by letting the students experience them in a safe and nonthreatening way. Aside from
promoting critical thinking and decision-making skills, they are also useful in helping students
develop a sense of empathy and social awareness. Students do not only offer solutions to
realworld problems and come up with sound decisions, but they have to think of how others
might feel and what consequences they may face. Lastly, implementing these strategies in the
classroom makes students highly enthusiastic and motivated. The requirement to act out or
experience a situation makes learning fun and enjoyable, and ensures the active involvement
of students in the learning process.

Tips

1. Know your students. Choosing students who are timid to perform may affect the
conduct of the activities, especially if they are given crucial roles. But it is important also
to give everyone a chance to act, not just those who always volunteer.
2. Constantly remind students that the roles represent the character and not their
classmates to avoid typecasting.
3. Assign tasks to the audience. While watching, they can write their observations or note
questions that will be entertained in the debriefing part.
4. For computerized simulations, always preview the content. Some themes, scenes, and
language might not be suitable for elementary students.
5. Be aware of your own role as a teacher. The teacher may act as a coach, clarifier,
discussant, or observer, depending on the readiness and ability of the students.

Experience

Study the sample Daily Lesson Plan below and analyze how the role-play and
simulation strategies is utilized in the elementary social studies classroom.

Grade Level 3
Learning Area Araling Panlipunan
Quarter Ikaapat

I. Objectives
Content Standard Naipamamalas ang pang-unawa sa mga gawaing pangkabuhayan at
bahaging ginagampanan ng pamahalaan at ang mga kasapi nito, mga
pinuno at iba pang naglilingkod tungo sa pagkakaisa, kaayusan at
kaunlaran ng mga lalawigan sa kinabibilangang rehiyon.
Performance Standard Nakapagpapakita ng aktibong pakikilahok sa mga gawaing panlalawigan
tungo so ikauunlad ng mga lalawigan so kinabibilangang rehiyon

Learning Competencies/ 1. Natatalakay ang parson ng pogpili ng mga pinuno ng lalawigan.

Objectives 2. Nakapagmumungkahi ng mga pamantayan so pagpili ng mga pinuno.
II. Content Paraan ng Pagpili ng mga Pinuno ng Lalawigan
III. Learning Resources
References Araling Panlipunan 3 Learner's Module Araling
Panlipunan 3 Teacher's Guide
Other Learning Resources Laptop
Projector
Task cards para sa bawa't partido
Mga balota
IV. Procedures
Before the Lesson I. Pagganyak at Pagbabalik-aral (5 minuto)
Magkakaroon ng laro kung saan huhulaan ng mga mag-aural ang
pinuno ng lalawigan na nasa larawan. Itatanong ng guro kung ano ang
posisyon nits sa pamahalaan at ano ang kanyang mga tungkulin.
II. Paglalahad ng mga Layunin at Paksa (1 minuto)
Ipapabasa sa mga mag-aaral ang mga layunin ng aralin. "Sa mga
nakaraang aralin, nakilala satin ang mga pinuno ng ating lalawigan at ang
kanilang mga tungkulin. Ngayon, pag-aaralan satin kung paano pinipili
ang mga pinuno."
During the Lesson 1. Initiation and Direction (2 minuto)
Itatanong ng guro sa klase: Paano pinipili ang mga pinuno sa
ating lalawigan? Hihikayatin ng guro no sumagot ang mga mag-aaral
dahil so puntong ito, walang tama o maling sagot. IIIlista ng guro ang
mga sagot so pisara.
2. Describing the Scenario (5 minuto)
Magpapapanood an guro ng isang video na nagpapakita ng
pangangamPanya at halalan sa Filipinas. Hihikayatin niya ang mga
mag-aaral na obserbahan ito
3. Ilalahad ng guro ang sitwasyon:
Malapit nang matapos ang termino ng mga pinuno ng lalawigan.
Panahon na upang humanap ng mga bagong pinuno. Sa klase
ngayon, gagawin natin ang mismong proseso ng pamimili ng pinuno.
4. Assigning Roles (5 minuto)
1. Bubuo ang guro ng tatlong partido na may anim na
miyembro bawat isa. Magkakaroon ng bunutan para malaman ang
mga gaganap.
2. Bibigyan ng 5 minuto ang bawat partido para mag-usap-
usap. Kailangan nilang magtakda ng isang gobernador, isang bise
gobernador, at apat na bokal. lisip din sila ng mga programa na
ipatutupad nila bilang pinuno at pamamaraan kung paano silo
mangangampanya sa mga kaklase.
Paaalalahanan ang klase na kailangan nilang makinig at magtanong sa
mga kandidato dahil sila mismo ang pipili ng mga pinuno.
5. Enactment (12 minuto)
Magkakaroon ito ng dalawang bahagi:
1. Kampanya — Ilalahad ng bawat partido ang kanilang mga
programa at sasagot sa ilang tanong ng mga kaklase.
2. Eleksyon — Magbibigay ang guro ng balota so lahat ng
magaaral at iboboto nila ang pinakararapat na pinuno.
Bibilangin ang mga boto pagkatapos at idedeklarang panalo
ang mga kandidato na may pinakamataas na boto.
6. Debriefing (8 minuto) Itatanong ng guro ang sumusunod sa klase:
1. Ano ang masasabi ninyo so ating gawain?Ano-ano ang
inyong obserbasyon?
2. Ano ang naramdaman ninyo bilang mga kandidoto?
Bilang mga manonood?
3. Batay sa ating glans/a, peace pinipili ang mga pinuno sa
lalawigan? Ano ang tawag so pamamaraang ito?
4. Ano kayo ang mga posibleng kalakasan at kahinaon ng

After the Lesson
ganitong pamamaraan?
5. Paano ninyo pinili ang inyong mga ibinoto?
I. Pagbubuod (2 minuto)
Itatanong ng guro ang sumusunod:
1. Paano pinipili ang mga pinuno sa lalawigan?.
2. Ano ang mga kalakasan at kohinaan ng ganitong pamamaraan?
II. Kasunduan
So short bond paper, gumawa ng isang poster na nagpapakita ng
tatlong pamantayan na dapat isaalang-alang ng mga tao sa pagpili ng mga
pinuno ng lalawigan. Kulayan ito at lagyan ng isang talatang paliwanag.
Pamantayan no Paggrado:
Nilalaman — 10 puntos
Pagkamalikhain at Kalinisan —10 puntos
KABUAAN: 20 puntos

LESSON 4: Field Studies

Think

Field studies are learning experiences outside the four corners of the classroom. Field
studies enable the learners to personally gather and analyze data in their own context. In a
nutshell, field studies provide learning experiences that transcend a regular classroom through
direct experiences and observations. Field trips can be done within the school campus, the
school vicinity, in a local museum, and man other places which last for several hours.
During field studies, learning takes place in a reality-based context rather than
mediated by videos or books. It gives the learners a taste of the outside world which allows
them to clearly see what happens in their community. The optimum benefit of field studies for
teachers is that it allows the learners to target a wide range of learning competencies. It also
allows teachers to employ authentic tasks that are reflective of the curriculum.
Compared to field trips, field studies highlight more student involvement because the
learners are directly involved in the planning, implementation, and assessment of the activity.
Field trips usually happen in a long-distance trip such as going to national museums or any
other related places. What is good about field studies is that it could take place in nearby areas
such as rivers, government offices, supermarkets, and even inside the school campus.
Field studies are beneficial to both teachers and students. For students, it creates
learning opportunities that promote critical thinking, long-term retention, positive attitudes
toward subjects, appreciation, and increased curiosity. Moreover, cognitive development and
student motivation are also enhanced because they become active participants in planning up
to the activity itself. All these are applicable to both elementary and secondary learners.
Teachers also benefit from field studies. The series of excursions add new educational
perspectives through "teachable moments" that rarely happen in the classroom (Manner,
2018).

Why use field studies?

• It provides experiential learning. Field studies offer an opportunity to witness objects

and events not accessible at school. Direct contact and observation encourage more
concrete learning experience than merely showing videos or images.
• It targets specific skills and knowledge. Being able to experience things provides
learners an opportunity to practice skills and appreciate values that cannot surface
elsewhere.
 • It strengthens schema. The experiences in the field stimulate higher understanding and
appreciation of previously learned concepts by means of validation.
• It motivates values development. Exposure to phenomenon stimulates appreciation and
concern for the visited event or place

Challenges In field studies

• Curriculum alignment one of the most defeated purposes of field trips is its curricular
relevance. Sometimes, if not most of the time, the curriculum aspect is replaced by
leisure engagement. To ensure curriculum alignment, teachers must thoroughly plan
and execute the desired learning outcomes before any other purpose.

• Lack of understanding of field studies before conducting the activity, teachers must
insure that their learners have fully understood the nature and purpose of the field
study. failure to do so can contribute to downfall the activity. Hence, as part of the
preparation, teachers should teach the essential kick-start concept to the learners.
• Costly Financial requisite is the biggest problem in this teaching strategy. This is also
the reason why teachers tend to engage in virtual field trips rather than actual site
visits.
• Preparation Time. Field studies require time, from preparation up to classroom
discussion and assessment. While it is very important, it is also a fact that it could
interrupt other teaching schedules. This now anticipates for necessary adjustments in
teaching hours and topics.
• Safety. This is the most debated issue, among others. In recent years, we had witnessed
various events where student safety became the talk of the town. This resulted in the
passing of government and institutional policies. Recently, the Department of Education
lifted the moratorium on off-campus activities and implemented new guidelines that
adhere to K-12 demands. To ensure safety, all schools must abide by its provisions

What to Keep in Mind When Planning and Doing Field Studies?

For a smooth and successful field study, the Centre for Teaching and Learning
(2019) enumerated things that teachers need to keep in mind in planning and conducting
the said activity.

• Awareness. In a starter kit, teachers basically have to condition the learners before the
actual visit. Teachers need to point out the purpose, the dos and don’t during the visit,
most importantly, the assessment part. Having a prepared min d comes the
responsibility and accountability. The learners will be able to learn about their freedom
as well as their limitations while enjoying data gathering.
• Engage. The most nificant factor that teachers need to highlight is student involvement.
They have to plan out every detail and experience that the nee, to undergo through.
Keep in mind that all the learners must be to the same degree of engagement to ensure
that all of them are learning.
• Metacognitive Learning. The excitement should not stop on the site itself. The most
important part is the deepening and valuing of knowledge skills learned from
experiences. Never let a good learning opportunity pass away with out ensuring
learning.
• Build Upon. Curiosity signals effective and motivational learning. To start up the
curiosity among the learners, teachers must conduct prior research on the environment
or event that they have to visit. Imposing trivial questions and supplementing
information during the conduct of study augments interests and encourages deeper
learning among the learners.
• Illustrate. Never fail to integrate ideas in real life. The integration could happen during
the onsite visit or inside the classroom. Experiential learning becomes more effective
 when it is placed on the reality context. Learners should be able to see the applicability
of learned knowledge so that they can successfully live what they have learned.
• Assess. As part of the educative process, it is relevant to ensure that the learners have
gained the desired competencies and knowledge. This could be done through effective,
meaningful, and aligned assessment activities.
Field Study Tool Kit

The success of any activity greatly depends on the extent of the teachers' preparation.
As earlier mentioned, field studies allow the learners to gather information on classroom
activities or discussion. Hence, teachers must know how to create their own data-gathering
tools to be used by their learners. Here are some examples of data gathering tools and data
interpretation tools.
Data Gathering Chart (Sample)

Location Observation Why significant or

(room in house, exterior view,
section of landscape, etc.)
(artifact, visual detail, spatial
relationship of specific elements,
ect.)
noteworthy?
(links to larger historical content?
Reveals time frame of origination?
Contradicts expectations? Denotes
an adaptation? Confirms an
Inference?)

Hilda Taba’s Cognitive Tasks:

Interpretation of data

Step Question Rationale

1. What did you notice? See? Find? To provide an opportunity for
What differences did you notice? students to enumerate items
What similarities did you notice?

2. What do you think might be the cause of…? To provide students the
The effects…? What might we infer from…? opportunity to verbalize cause
and effect relationships and
inferences
3. What makes you think so? How do you To give students the chance to
account for that? state reasons for inferences
4. What would you say generally? What To give students the
general statement could you make? opportunity to generalize
about the relationship they see.
Function to develop the skill of generalizing by
processing data and arriving at conclusion
and generalizations

Experience

Study the sample daily Lesson Plan below and analyze how the field study is utilized in
the elementary social studies classroom.
Grade Level 5
Learning Area Araling Panlipunan
Quarter Una
I. Objectives
Content Standard Naipamamalas ang mapanuring pag-unawa at kaalamo sa
kasanayang pang heograpiya, ang mga teorya sa
pinagmulan ng lahing Pilipino upang mapahahalagahar
ang konteksto ng lipunan/pamayanan ng mga sinaunang
Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan
ng Pilipinas.

Performance Standard Naipamamalas ang pagmamalaki so nabuong kabihosnan

ng mga sinaunang Pilipino gar nit ang kaalaman sa
kasanayang Panngheograpikal at mahahalagang
konteksto ng kasaysayan ng lipunan at bansa kabilang
Ong mga teorya ng pinagmulan at pagkabuo ng gang ng
Pilipinas at ng lahing Pilipino
Learning Competencies/ Objectives 7. Nasusuri ang kabuhayan ng sinaunang Pilipino

7.1 Natatalakay ang kabuhayan sa sinaunang

panahon kaugnay sa kapaligiran, ang mga kagamitan
sa iba't ibang kabuhayan, at mga produktong
pangkalakalan

7.2 Natatalakay ang kontribusyon ng kabuhayan sa

pagbuo ng sinaunang
II. Content Mga Sinaunang Lipunang Pilipino
1. Organisasyong panlipunan: barangay at sultanato, mga
uring panlipunan
2. Kabuhayan at kalakalan, mga kagamitan, konsepto ng
pagmamay-ari ng lupa
3. Kultura: paniniwala, tradisyon, iba't ibang uri at anyo
ng sining at arkitektura
4. Kagawiang panlipunan: pag-aaral, panliligaw, kasal,
ugnayan sa pamilya
III. Learning Resources
References Araling Panlipunan 5 Learner's Module
Araling Panlipunan 5 Teacher's Guide

Other Learning Resources Camera Kwaderno

IV. Procedures
Before the Lesson I. Pagbabalik-aral at pagaganyak (5minuto)
Gamit ang one minute papr, ang mga mag-aaral ay
masusulat ng kanilang sagot sa mga tanong na ibibigay
ng guro sa loob ng isang minuto. Pagkatapos ay
ibabahagi ng mg amagaaral ang kanilang sagot.
1. Saan nagmula ang mga unang Pilipino?
2. Anu-ano ang mga teorya ng pagkabuo ng pilipinas?

Pagganyak: Pagsagot sa Takdang Aralin

1. Anu-ano ang mga makikita sa Tsang museo?

2. Anu-ano ang mga bawal gawin sa pagbisita so isong
museo?
3. Paano ang mga pag-uugaling inaasahan sa mga
magaaral tuwing bibisita sa loob ng museo?
II. Paglalahad ng mga Paksa at mga Layunin (2 minuto)
 "Ngayong araw ay bibisita tayo sa ating lokal na
museo upang makita ang ang unang pamumuhay
ng ating mga ninuno. Ang mga bagay na inyong
makikita ay sumasolamin sa sinaunang kabuhayan,
mga kagamitan, kalakolon, at marami pang iba."
During the Lesson I. Pagtalakay (3 minuto)
Ilalahad ng guro ang mga panuto at alituntunin sa field
study.
1. Papangkatin ng guro ang mga mag-aaral (depende
sa dami).
2. Ibibigay ang mga dapat at hindi dapat gawin sa
loob ng museo.
3. Ibibigay ang mga tonong na kailangang yawin ng
mga mag-aaral. Halimbawa: Anu-ano ang mga
kagamitan no inyong nakito? lbigay ang gamit ng
bawat isa.
4. Gagabayan ang mga beta sa paghahanap ng mg°
kasagutan.

II. Gawain: Sa Silid-oralan (30 minuto)

1. Tatalakayin ang mga katanungang ibinigay ng guro

2. Ang lahat ng grupo ay bibigyan ng pagkakataon
upang maibahagi ang kanilang gawa. .Tatalakayin
din ang mga naobserbahang Pag-ugaili sa panahon
ng field study.
After the Lesson I. Pagbubuod (5minuto)
Itatanong ng guro ang sumusunod
1. Bakit kaylangan malaman at pahalagahan ang
mga tradisyon ng ating mga ninuno?
2. Paano mo ito mapapangalagaan?

LESSON 5: SERVICE LEARNING

Think
According to the National Service Learning Clearinghouse (n.d.), Service Learning a
teaching and learning strategy that integrates meaningful community service with action
and reflection to enrich the learning experience, teach civic responsibility, strengthen
communities." It is different from volunteerism and community service and strengthen
because, aside from providing relevant and meaningful civic involvement, Service Learning
targets the acquisition of specific knowledge, skills, and values. In essence, Service Learning
ensures that students learn the social studies content through active participation in
community service.
Service Learning is founded on the philosophical roots of the experiential learning
theory of Dewey (1938), Freire (1970), and Kolb (1984). Through this strategy, students are
actively involved in a concrete experience, encouraged to do a reflective observation, and
expected to integrate abstract concepts that they learned in the classroom to understand their
experience.
There are three types of Service Learning:
1. Direct Service Learning. This requires students to come in direct contact with the
community or people in need. Examples of such activities are conducting an
outreach program for the elderly or tutoring out-of-school youth.
 2. Indirect Service Learning. This entails students to channel resources for a
certain project without directly interacting with the people they intend to help.
Examples of such activities are doing fundraising activities for persons with
disabilities or donation drives for victims of calamities.
3. Advocacy Activities. These require students to engage in work on behalf of a
specific cause. An example of such activity is an awareness campaign against
dengue.

Steps
According to Geiger (n.d.) and Wade (2000), there are four basic steps in implementing
Service Learning:
1. Preparation. This involves providing students with the necessary skills and
information for the project. After the discussion of social studies content, the teacher
and students brainstorm possible activities, explore their roles, and identify budget
and resources, among others.
2. Action or Service. After orienting students and seeking their commitment, the project
is commenced and actualized.
3. Evaluation and Reflection. This refers to the act of thinking critically about their
experience in the project. The teacher may ask students to relate the social studies
content to their experience and probe for deeper levels of understanding. He/she may
also require reflection tasks such as journal writing, photo essay, portfolio, or other
creative outputs.
4. Celebration. As a culminating activity, this may be done to extend gratitude to the
participants and to share their experience with parents, administrators, and other
teachers and students.

Advantages
If done effectively, Service Learning poses many benefits. First, it helps break down the
barrier between the classroom and real life. Students are given opportunities to apply social
studies concepts and skills in the real world setting. It also makes students feel empowered.
According to Edwards (2005), Service Learning increased students' sense of personal and
social responsibility, developed a more positive outlook toward others, improved their
learning of content, and enhanced their self-esteem. Lastly, it! enhances the relationship
between students, the school, and the community. Students are encouraged to engage in civic
affairs espoused by citizenship education, and they use their knowledge in solving community
problems.

Tips
1. Integrate with other learning areas. Since Service Learning entails a significant amount
of time and effort for preparation, it will be helpful for the teacher and the students to
accomplish the project not just in social studies but also in other subjects. For example,
in conducting an outreach for street children, students may write a letter of invitation
as part of their English or Filipino class, deliver a song and dance number as a
requirement in their music and physical education class, and give a bookmark about
children's rights as a project in their social studies class.

2. If possible, let students brainstorm their chosen community activity. It will be more
motivating for them to spearhead a project that is aligned with their interest and
philosophy. The teacher can then act as a consultant or guide to ensure the success of
the project.

Experience

It is impossible to implement the Service Learning strategy in one lesson day. In the
sample Daily Lesson Plan below, study how a portion of the preparation stage of this strategy
is utilized in the elementary social studies classroom.
Grade Level 2
Learning Area Araling Panlipunan
Quarter Ikaapat
I. Objectives
Content Standard Naipamamalas ang pagpapahalaga sa kagalingang pansibiko
bilang pakikibahagi sa mga layunin ng sariling komunidad
Performance Standard Napahahalagahan ang mga paglilingkod ng komunid sa
sariling pag-unlad at nakakagawa ng makakayano,
hakbangin bilang pakikibahagi sa mga layunin ng sarili
komunidad.
Learning Competencies/ 1. Naipaliliwanag ang kahalagahan ng pagtutulungan
Objectives paglutas ng mga suliranin ng komunidad.
2. Naipakikita ang iba't ibang paraan ng
pagtutulunganng mga kasapi ng komunidad sa
pagbigay solusyon so mga problema sa komunidad.
3. Nakakalahok sa mga gawaing pinagtutulungan ng
mga kasapi para sa ikabubuti ng pamumuhay sa
komunidad.

II. Content Pagtutulungan sa Aking komunidad

III. Learning Resources
References Araling Panlipunan 2
Learner's Module Araling Panlipunan 2 Teacher's Guide

Other Learning Resources Storybook: Ang Pamilya Ismid

IV. Procedures
Before the Lesson
Pictures
Situation metacards
Project guide
I. Pagganyak (10 minuto)
Babasahin ng guro sa klase ang kuwentong "Ang
Pamilya Ismid" ni Rene O. Villanueva.
Itatanong ng guro sa klase ang mga sumusunod:
1. Paano ninyo mailalarawan ang Pamilya Ismid?
2. Ano ang dumating sa kanila na problema? Paano
ito nasolusyonan?
3. Batay sa kuwento, bakit mahalaga ang
pagtutulungan sa komunidad?
II. Paglalahad ng mga Layunin at Paksa (1 minuto) papabasa
sa mga mag-aaral ang mga layunin ng aralin.
"Sa mga nakaraang aralin, napag-aralan natin na ang
bawa't isa sa atin ay may tungkuling ginagampanan sa
ating komunidad. Ngayon, titingnan natin kung paano
natin magagamit ang mga tungkuling ito upang tulungan
ang ating komunidad at ang mga taong nakatira dito.

During the Lesson I. Talakayan (5 minuto)

Magpapakita ang guro ng mga larawan. Tutukuyin ng mga
mag-aaral kung alin sa mga ito ang nagpapakita ng pagtulong
sa komunidad. Ipaliliwanag din nila kung bakit ito ang
kanilang sagot.
II. Pangkatang Gawain (10 minuto)
Hahatiin ng guro sa limang pangkat ang klase. Bibigyan sila
ng iba't ibang sitwasyon at ipaliliwanag ng grupo kung paano
 sila makatutulong sa komunidad batay sa naatas sa kanilang
sitwasyon. Halimbawa ng mga sitwasyon:
1. May mga kapitbahay na nasunugan
2. Nalalapit na ang pista ng barangay
3. Maraming nagkakasakit dahil sa maruming paligid
Bibigyan ang bawa't grupo ng limang minuto para
magusap at tig-isang minuto para iulat ang kanilang
aksyon.
After the Lesson I. Pagbubuod (2 minuto)
Itatanong ng guro ang sumusunod:
1. Bakit mahalaga ang pagtutulungan sa komunidad?
2. Bilang mag-aaral, paano ka makatutulong sa iyong
komunidad?
II. Pagpapaliwanag ng Proyekto (12 minuto)
Bilang aplikasyon ng aralin, iisip ang mga mag-aaral ng isang
gawain kung saan maipamamalas nila ang pakikipagtulungan sa
kanilang komunidad. Ang magiging output ay isang scrapbook na
naglalaman ng deskripsyon ng kanilang gawain, mga larawang
nagpapatunay sa pagsasagawa nito, at ang kanilang repleksyon sa
kanilang naging pagtulong. Ito ang susunding timetable sa
pagsasagawa ng proyekto:
Unang Linggo: Pagkonsulta sa guro at pagpapaapruba ng naisip na
proyekto
Ikalawang Linggo: Pagsasagawa ng proyekto
Ikatlong Linggo: Paggawa ng scrapbook
Ikaapat na Linggo: Pagpapasa ng scrapbook at pagbabahagi sa
mga imbitadong panauhin

Assessment

I. Give the characteristics of the different strategies discussed in this module.

Strategies definition advantages disadvantages

Role-playing is a In role-playing, Both role-playing and
1. Role-play and dynamic and interactive participants step simulation offer
simulation learning method where into different roles, valuable learning
participants immerse promoting opportunities but face
themselves in specific empathy, challenges. Role-
roles or characters to communication, playing may suffer
enact scenarios, and critical from participant
fostering empathy, thinking as they discomfort and lack of
understanding, and navigate through engagement, requiring
perspective-taking. It scenarios. It skilled facilitation.
encourages active encourages Learners may struggle
engagement and collaboration and with its immersive
exploration of diverse problem-solving, nature, affecting their
viewpoints, making it a offering a practical engagement.
powerful tool for application of
experiential learning. theoretical
knowledge in real-
life situations.
 Field studies involve Field studies field studies may
2. Field studies conducting research or provide hands-on involve logistical
gathering data in real- experience and challenges such as
world settings outside of interaction with travel, permissions, and
controlled laboratory real-world contexts, access to resources.
environments, where leading to deeper There are risks of bias,
researchers collect understanding and limited control over
information directly insights. They variables, and
from the field by enable the challenges in ensuring
observing and collection of data reliability and
interacting with subjects authentic and validity.
or phenomena in their contextually
natural context. relevant data that
may not be
captured in
controlled settings,
while also
encouraging active
participation and
engagement,
facilitating
experiential
learning and skill
development.
Field studies involve Field studies field studies may
3. SERVICE conducting research or provide hands-on involve logistical
LEARNING gathering data in real- experience and challenges such as
world settings outside of interaction with travel, permissions, and
controlled laboratory real-world contexts, access to resources.
environments, where leading to deeper There are risks of bias,
researchers collect understanding and limited control over
information directly insights. They variables, and
from the field by enable the challenges in ensuring
observing and collection of data reliability and
interacting with subjects authentic and validity. Additionally,
or phenomena in their contextually conducting field studies
natural context. relevant data that can be time-consuming,
may not be requiring significant
captured in efforts in planning,
controlled settings, data collection, and
while also analysis.
encouraging active
participation and
engagement,
facilitating
experiential
learning and skill
development.
4. Technology- A technology-based Technology-based technology-based
based Interactive interactive teaching interactive interactive teaching
teaching strategy strategy refers to the use teaching strategies, strategies come with
of technological tools, such as multimedia challenges. Technical
devices, and platforms to presentations, issues like glitches and
 engage students in simulations, and connectivity problems
active learning educational games, can disrupt learning,
experiences. Involves the increase leading to frustration.
integration of engagement, The digital divide can
technology to create personalize create inequalities in
interactive and learning, enhance access to technology,
immersive educational collaboration, offer impacting the
environments where immediate effectiveness of these
students can participate, feedback, and strategies. Excessive
collaborate, and interact provide access to technology use may
with the content, the vast educational lead to distractions,
instructor, and their resources. These diverting attention
peers. strategies cater to from learning goals.
diverse student Over-reliance on
needs, foster technology can
teamwork and overshadow traditional
communication teaching methods,
skills, and promote neglecting face-to-face
self-directed interactions and hands-
learning. on learning. Moreover,
educators may require
ongoing training and
support to seamlessly
integrate technology
into their teaching
practices, posing
implementation
challenges.
5. Panel A panel discussion is a Advantages of a Disadvantages of a
discussion structured conversation panel discussion panel discussion
among a group of include bringing include limited time for
experts or individuals on together experts each panelist to speak,
a specific topic, with different which can hinder the
providing diverse backgrounds and exploration of complex
viewpoints to the viewpoints for a issues; the potential for
audience. Panelists share comprehensive uneven participation,
their insights, expertise, understanding of where some panelists
and opinions on the the topic, offering may dominate the
subject matter. audience members conversation while
the opportunity to others have limited
interact with opportunities to
panelists through contribute; and
questions and insufficient time for
debates for active audience members to
participation, and ask questions or
facilitating the engage fully, affecting
sharing of valuable overall interaction and
information, participation.
experiences, and
insights from
multiple experts in
one setting.
Reference:
Contents of this module was lifted from Andres B., Esmeralda, E., Padernal, R. (2020). A Course Module for Teaching
Social Studies in the Elementary Grades (Philippine History and Government). Rex Bookstore pp 94-134.

*END OF MODULE*