Instructional

Strategies for
Social
Studies
Prepared by: Ma’am Eve
 Objective
1
Discusssthe different
instructional strategies for
social studies.
 What is
Instructional
strategies?
 Instructional
strategies
Instructional strategies encompass any type of learning
technique a teacher uses to help students learn or gain a
better understanding of the course material. They allow
teachers to make the learning experience more fun and
practical and can also encourage students to take more of
an active role in their education.
 Lecture-
Discussion Technolo
gy based

Graphic
organizer Pa n e l
discussion

Inquiry
based Case study Jigsaw
 T U R E -
L E C O N
C U S S I
D I S
 Lecture-
Discussion
is perhaps the most widely used
instructional strategy across all grade
levels and subjects 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 combined with
different levels of questioning.
 STEPS: The lecture-discussion
strategy is done by following these
four basic steps:
1. Introduction. The teacher begins the lesson
by providing a motivation activity, presenting the
objectives, and giving an overview of the topic.
2. Presentation of the lesson. The teacher
proceeds to the unfolding of the topic through the
use of question-and-answer techniques and
visual organizers.
 STEPS: The lecture-discussion
strategy is done by following these
four basic steps:
3. Comprehension monitoring. The teacher
checks students' understanding through different
strategies of formative assessment.
4. Integration and closure. Students summarize
the lesson by highlighting the important points,
synthesizing old and new information, and/or
sharing evidence-based conclusions.
 ADVANTAGE
 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 teachers transfer the
same amount of knowledge to all students in the
classroom within a short period of time.
 ADVANTAGE
 Also, the structured content and the
allotted time for comprehension
monitoring aids in mastery of learning
which can, in turn, improve student
achievement.
 ADVANTAGE
 Lastly, by utilizing a wide range of
questioning, the teacher engages students in
different ways of thinking from lower order
to critical and creative thinking skills.
 TIPS
 1. Plan the lesson in detail and practice your
presentation.
 2. Be brief in the presentation of the lesson.
Elementary students have short attention
spans. If possible, insert activities that will
capture their attention from time to time.
 TIPS
 3. To increase the effectiveness of delivery,
use numerous concrete examples, media, and
graphic/visual organizers (e.g., concept map,
semantic web, Venn diagram).
 4. 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.
 A P H I C
G R E R
G A N I Z
O R
 Graphic Organizer
 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).
 Graphic Organizer
 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
Organizer
 1. It facilitates critical and creative thinking.
Graphic organizers allow the learners to
focus only on the highlighted essential
components. It enables them to find
necessary connections that could unveil
answers to problems and issues in daily
living.
 Why use Graphic
Organizer
 2. It organizes information. The human mind
is designed to store information using a
series of networks. As we live day by day,
we encounter various experiences which
contribute to what we know. Graphic
organizers give us an opportunity to organize
and evaluate the existing and new
knowledge that we encounter.
 Why use Graphic
 3. It Organizer
shows relationship. One good
relationship example that is always used is
the broad-to-specific relationship. It is
sometimes called as part-part-whole
relationship which identifies the number and
its components.
 Why use Graphic
Organizer
 4. It allows self-directed learning. The good
thing about graphic organizers is that it can
be used for independent learning among the
learners. This is because it is much easier for
the learners to grasp information and see
connections.
 Why use Graphic
Organizer
 5. It encourages interaction. This form of
teaching strategy literally engages the
learners to participate in class activities.
Since they appreciate its visual nature, the
motivation to learn comes next.
 Why use Graphic
 6. It is aOrganizer
form of assessment. Teachers can
assess learning both before and after the
discussion. It could be both done in
formative and summative assessments.
 Q U IRY
IN SED
B A
 Inquiry-based teaching
strategy
 Inquiry is defined as the process of looking
and creating information or knowledge by
means of questions.
 Inquiry is a huge part of our community.
From birth to adulthood, we observe,
recognize things or events, and from here,
we create questions that need to be
answered.
 Inquiry-based teaching
strategy
 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
(Kumari, Arora, & Tiwari, Shruti, 2016).
 Inquiry-based teaching
strategy
 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.
 Inquiry-based teaching
strategy
 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:
 Inquiry-based teaching
strategy
 1. Inquiry is dedicated to nurturing the
schema of learners essential to create,
communicate, and assess answers coming
from their interests.
 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.
 Inquiry-based teaching
strategy
 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.
 Inquiry-based teaching
strategy
 It supports the learners in establishing the
importance of their inquiry. Hence, they will
be able to find connections starting from the
questions about the topic being discussed.
 A
C DY S E
S T U
 Inquiry-based teaching
strategy
 The case study is a structured, learner-
centered strategy that explores complex and
value-laden issues through problem-solving
and decision-making.
 Case Study
 In this strategy, students are tasked to
analyze one or more cases and propose
workable solutions.
 Cases are defined by Kowalski, Weaver, and
Henson (1994) as general narrative
descriptions of situations and incidents.
 Case Study
 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:
 1. Live case studies. These are often based
on an ongoing event where students and
real-world actors are simultaneously
examining issues and arriving at solutions.
Possible sources are current news reports
and court cases.
 2. Historical case studies. These are largely
based on historical events and can be
depicted as fiction or nonfiction. An example
is the trial of Andres Bonifacio in Cavite.
 3. Economics case studies. These are
focused on economic issues that can be
drawn from student's experiences or from
international or national matters. An example
of this is the family budget of a minimum
wage worker
 4. Social issues case studies. These are
based on problems and concerns that affect
society. In essence, live case studies and
economic case studies can also be
considered under this classification. An
example is overpopulation in the National
Capital Region.
 5. 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 by the issue. An example
of this is the high prices of goods in the
school canteen.
 Due to its goal of developing students'
problem-solving and decision-making skills,
the case study strategy is often linked to
problem-based learning.
 Advantage
 Because it is a learner-centered students are
empowered as active agents in the learning
process.
 They have to come up with their own
interpretations and solutions instead of
relying on the teacher's generalizations.
 Advantage
 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.
J IG S AW
Jigsaw is a cooperative learning strategy
developed by Elliot Aronson and his
colleagues in 1971.

 The main objective was to encourage

students to cooperate and work together and,
at the same time, break down interpersonal
barriers.
 In The Jigsaw Classroom, 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 to
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.
 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.
 Advantage
 The Jigsaw strategy is preferred by many
educators because it has many benefits in the
classroom.
 It also encourages group collaboration, with
students knowing that their information and
understanding will not be complete without
working and communicating with their
peers.
 PA N E L
S S I O N
D IS C U
 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.
 L O G Y-
C H N O
TE D
BA S E
C T IV E
T E R A
IN IN G
T E A C H
EG Y
 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
Advantages and
Disadvantages
 Y A ND
L E P L A
RO AT IO N
S IM U L
 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 given
problem (Chapin, 2013).
 In this strategy, some students are tasked
to enact their solution to an open-ended
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 form of a game
 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.
 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.
 Role-play and simulation can both be
implemented through these five steps:

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.).
 Role-play and simulation can both be
implemented through these five steps:

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.
Thanks
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