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HANDBOOK
Major 12 - Approaches and Name of Student: __________________________________

Techniques in Social Studies
Marie Fe Dizon - de Guzman, Ed. D.
Associate Professor V
Course, Year & Major: BSE III – Social Studies
First Semester, A. Y. 2016-2017
College of Teacher Education
Ramon Magsaysay Technological University, Iba, Zambales

Marie Fe Dizon- de Guzman, Ed. D.

Associate Professor V
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Syllabus VII. Course Contents

Introduction
Republic of the Philippines Topic 1 Concept of Social Studies
RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY Aims of Teaching Social Studies
Iba, Zambales
____________________________________________________________________________________________________________________________________________________________________________________________________________________________
Topic 2 Approaches and Strategies in Social Science Teaching
College of Teacher Education Topic 3 Nature of Instructional Strategies
Instructional Strategies
Vision Teaching Techniques and Components
The Ramon Magsaysay Technological University shall be a progressive learner- Topic 4 Elements of Instruction
centered research university recognized in the ASEAN Region in 2020. Knowledge
Mission Skills
The Ramon Magsaysay Technological University shall primarily provide Values
instruction, undertake research and extension, and provide advanced studies and Topic 5 Motivating Student Learning
progressive leadership in agriculture, forestry, engineering, technology, Motivation, Nature and Concept
education, arts, sciences, humanities, and other fields as may be relevant to the Internal Influences
development of the Province of Zambales External Influences
Teacher’s Role in Motivation
I. Course Code: Major 12 Dealing with Unmotivated
ARCS Model
II. Course Title: Approaches and Techniques in Social Studies
Designing Instruction for Motivation
III. Course Description
Topic 6 Instructional Strategies for Secondary Social Studies
A study of innovative approaches, strategies, and techniques in Whole Group Setting
teaching and learning Social Studies Small Group Setting
IV. Credit: 3 Individual Setting
V. Grading System: Lesson Plans & Micro-demonstration 40% Creative Setting
Major Examinations 40% Simulated Setting
Quizzes & Reports 20% Contemporary Setting
100% Community Setting
VI. Course Objectives: Disciplinary Setting
1. Explain the concept of Social Studies Problem Setting
2. Identify the aims of teaching Social Studies K+12 Basic Education Program
3. Explain/discuss the concept and nature of approach, strategies and VIII. Course Requirements
techniques in Social Studies teaching 1. Attendance
4. Classify the various elements on instruction 2. Worksheets and Major Examination
5. Discuss and apply ways of motivating student learning 3. Lesson Plans & Micro- demonstration
6. Identify the instructional strategies applicable in teaching Social 4. Documentation /Compilation
Studies in different instructional settings. IX. Methodology
7. Apply different approaches, strategies and techniques in a simulated 1. Discussion
teaching 2. Lecture
3. Recitation
4. Reporting
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V

Introduction
The Social Studies curriculum over the past one decade has changed
drastically both in content and methodology. The nature of Social Studies is
that it is a study where the nature of man is its major central focus of attention.
Social Studies therefore organize its content around relevant knowledge,
values and skills that constitute the wide sphere of man. The subject has also
been seen as a prime discipline adopted to socialize our young and function as
a means of promoting progress towards the major social education goals that
have been identified for emphasis - civic duties or development of citizen
participation skills, acquisition of desirable attitudes and values, disciplined
life etc. It is therefore obvious that Social Studies is by its very nature a
dynamic discipline which is wide and cannot be expected to have distinct
boundaries.
The Social Studies teacher needs to acquire competence in his approaches to
the teaching of Social Studies. These competences include content
competence; competence in transmitting the content to the learner,
competence in the use of variety of instructional strategies, and
competence in evaluating instruction. The teaching and learning processes
involve some methods and means of enhancing meaningful learning through
the use of instructional resources.
Topic 1
Concept of Social Studies
National Council for the Social Studies (NCSS) defines Social Studies as:
…the integrated study of the social sciences and humanities to promote civic
competence. Within the school program, social studies provides coordinated,
systematic study drawing upon such disciplines as anthropology, archaeology,
economics, geography, history, law, philosophy, political science, psychology,
religion, and sociology, as well as appropriate content from the humanities,
mathematics, and natural sciences.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
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The definition was officially adopted by National Council for the Social Studies (NCSS)
in 1992. See National Council for the Social Studies, Expectations of Excellence:
Curriculum Standards for Social Studies (Washington, D.C.: NCSS, 1994).
Aim of Social Studies
The aim of social studies is the promotion of Civic Competence—the
knowledge, intellectual processes, and democratic dispositions required of
students to be active and engaged participants in public life. It emphasizes the
importance of educating students who are committed to the ideas and values
of democracy.
The Ten Themes of Social Studies Program
Culture. Through the study of culture and cultural diversity, learners
understand how human beings create, learn, share, and adapt to culture, and
appreciate the role of culture in shaping their lives and society, as well the
lives and societies of others. In schools, this theme typically appears in units
and courses dealing with geography, history, sociology, and anthropology, as
well as multicultural topics across the curriculum.
Time, Continuity and Change. Through the study of the past and its
legacy, learners examine the institutions, values, and beliefs of people in the
past, acquire skills in historical inquiry and interpretation, and gain an
understanding of how important historical events and developments have
shaped the modern world. This theme appears in courses in history, as well as
in other Social Studies courses for which knowledge of the past is important.
People, Places and Environments. This theme helps learners to develop
their spatial views and perspectives of the world, to understand where people,
places, and resources are located and why they are there, and to explore the
relationship between human beings and the environment. In schools, this
theme typically appears in courses dealing with geography and area studies,
but it is also important for the study of the geographical dimension of other
Social Studies subjects.
Individual Development and Identity. Personal identity is shaped by
family, peers, culture, and institutional influences. Through this theme,
students examine the factors that influence an individual’s personal identity,
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development, and actions. This theme typically appears in courses and units
dealing with psychology, anthropology, and sociology.
Individuals, Groups and Institutions. Institutions such as families and
civic, educational, governmental, and religious organizations exert a major
influence on people’s lives. This theme allows students to understand how
institutions are formed, maintained, and changed, and to examine their
influence. In schools, this theme typically appears in units and courses dealing
with sociology, anthropology, psychology, political science, and history.
Civic Ideals and Practices. An understanding of civic ideals and
practices is critical to full participation in society and is an essential
component of education for citizenship. This theme enables students to learn
about the rights and responsibilities of citizens of a democracy, and to
appreciate the importance of active citizenship. In schools, the theme typically
appears in units or courses dealing with civics, history, political science,
cultural anthropology, and fields such as global studies, law-related education,
and the humanities.

Power, Authority and Governance. One essential component of

education for citizenship is an understanding of the historical development
and contemporary forms of power, authority, and governance. Through this
theme, learners become familiar with the purposes and functions of
Topic 2
government, the scope and limits of authority, and the differences between
democratic and non-democratic political systems. In schools, this theme
typically appears in units and courses dealing with government, history,
civics, law, politics, and other Social Sciences.

Production, Distribution and Consumption. This theme provides for Typology of Approaches and Strategies in Social Science
the study of how people organize for the production, distribution, and
consumption of goods and services, and prepares students for the study of
Teaching
domestic and global economic issues. In schools, this theme typically appears Approaches refer to the general philosophy and operation to be known and
in units and courses dealing with economic concepts and issues, though it is done in teaching a particular subject. It is a perspective. According to
also important for the study of the economic dimension of other Social Studies Dynneson and Gross (1990), approaches include applied stratagems for
subjects. enacting instructional practices that embody the beliefs, values and principles
applied to the field of Social Studies Education
Science, Technology and Society. By exploring the relationships among
science, technology, and society, students develop an understanding of past Strategies It consists of steps to be observed. It comes from the Greek word
and present advances in science and technology and their impact. This theme “stratego”, a definite procedure to accomplish goal. It is synonymous to Method.
appears in a variety of Social Studies courses, including history, geography, It is procedural in nature.
economics, civics, and government. APPROACHES NATURE / PURPOSE STRATEGIES
Global Connections. The realities of global interdependence require an 1. Discovery The main purpose is to make the Problem Solving
understanding of the increasingly important and diverse global connections Approach learners look for the answers by Field Trips,
among world societies. This theme prepares students to study issues arising themselves. According to Bruner, Interview and Survey
from globalization. It typically appears in units or courses dealing with the discovery approach makes the Participatory
learners: learn effectively, be Film/Slide Tape
geography, culture, economics, history, political science, government, and actively involved, retain what has Experimentation
technology. been learned, experience the self-
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
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rewarding effect Social Sciences, Humanities and

Philosophy.
2. Process To equip the learner with the Demonstration
Simple Processes (observing, Semantic Webbing
Approach comparing, identifying, informing, Simulation It is a searching process of Conceptual Method:
7. Conceptual 1. Recall facts
looking meanings, etc.) and Case Study exploring a collection of facts for
Approach similarities and differences for 2. Identify objects
Complex Processes (reporting, Debate
organizational properties. 3. Identify sub-concepts
doing research, interviewing, Field Study
4. Formulate sub -
hypothesizing and controlling Reporting
Learners are guided to form generalization for each
variables) Graph Interpretation concept
generalizations based from sub-
Chart Analysis 5. Formulate the overall
To enable them to solve problems generalizations, sub-concepts,
Participatory Research generalization.
effectively in their present and concepts, and facts.
Oral History Inductive
future life.

Its purpose is foster the learner’s Problem Solving 8. Analysis To help use logical thinking and Research/Investigatory
3. Inquiry 1. Identify the problem
searching, inquiring, and rational Question and Answer Approach scientific investigation to decide
Approach objective answers to questions/ about an issue
mind. Independent Study
problems/ issues. 2. Gather information
Case Study using various means
Through planned procedures, it is Experiments
hoped that young people will To assist the learners to use 3. Organize information
Research rational analytical process in gathered
recognize social science Tri – Question
interpretation as an intellectual interrelating and conceptualizing 4. Analyze the truth of
(WHAT, WHY, HOW) the result of their research gathered materials
process, a never ending quest, and
findings. 5. Arrive at the answer to
a continuing effort.
the problem
6. Report
4. Constructivist A learning philosophy founded on Posing relevant problem
7. Application
Approach the premise that, by reflecting on Seeking points of view
our experiences, we construct our Structure learning around
own understanding of the world Primary concepts 9. Action – To provide students with Problem Solving Method
opportunities for personal and using group/class:
we live in. Each of us generate our Interactive learning building Learning
social action based on their values. 1. Becoming aware of the
own ‘rules’ and ‘mental models’. of what already know Approach problem about an issue.
To encourage students to view 2. Taking a positive stand
themselves as personal – social on the problem / issue.
A module refers to a unit of Inductive
5. Modular 3. Deciding whether to act
instruction, usually complete in interactive beings, not fully
Approach Deductive autonomous, but members of the
or not
itself and therefore self-contained. 4. Planning strategies for
community or social system.
It is a great use for individually – action.
paced learning or independent 5. Implementation of
study. It is effective in the scheme strategies/action.
of continuous progression. 6. Reflecting on actions
taken and considering
Interdisciplinary is a combination Question and Answer next steps.
6. Interdisciplinar
of disciplines from different related Debate, Lecture
y and Multi- areas (Anthropology, Sociology, Case Study To help students develop more Moral – Dilemma Method
Disciplinary 10. Moral
History, Economics, Political Film/Slide Tape complex moral reasoning patterns 1. Present the dilemma
Approach Development based on the highest set of values. 2. Dividing the action
Science, and Geography). Multi- Problem Solving
Disciplinary is a combination of Field Trips, Research Approach To urge students to discuss the 3. Group work
different areas of discipline like: the Independent Study reasons for their value choices and 4. Group presentation
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V

positions not merely to share with
other, but to foster changes of
reasoning of students.
11. Mastery A process of arriving at the desired
standard criterion/performance
Learning level of success determined by the
Approach
teacher for her class to attain after
teaching a certain subject matter.
The purpose is to develop clearer
12. Values
Clarification
values and to make students have
an active examination of their
Approach beliefs, choices and decisions to
enable them to utilize these in their
lives.
13. Group Learners interact with each other,
sharing ideas, and even shy ones is
Dynamic given a chance to express their
Approaches views, answers and feelings.
14. Integration Issues, programs, salient concepts
Approach are combined / included in the
subject matter to bring about
fundamental unity and oneness
necessary in understanding man’s
position in today’s society.
15. Eclectic Using two or more approaches in
tackling a specific subject matter/
Approach issue/problem in order to arrive at
a comprehensive result.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
5. Class discussion
6. Value testing
7. Closing the discussion
Teach – Re – Teach
Method
1. Teach a subject matter
2. Give a formative test
3. Find out if the learner
attained the criterion
level of success
4. Give enrichment for
those who attained it
5. Re-teach those who
failed to attain it
Ranking or Scale
Agree / Disagree
Games
Role Playing
Simulation
Brain Storming
In-depth self-analysis
Exercise or Case Study
Question and Answer
Small Group Discussion:
Round Table
T – table
Rectangular Table
Dyads
Triads
Question and Answer
Case Study
Chart
Lecture
Poster Making
Song Analysis
Any two or three or more
strategies given above.
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Topic 3
Nature of Instructional Strategies and Techniques
Instructional effectiveness is improved when creative teachers are aware of,
employ a large number of strategies and made a good match between the
content to be taught and the instructional strategy. Research in human learning
has found that learning is ‘idiosyncratic’. Different people learn best in
different ways; an instructional strategy that helps one student may have little
value for another (Pratt, 1980). Unfortunately, most teachers rely on a limited
number of strategies that are applied repeatedly regardless of the content to be
taught.
Today most modern Social Studies methods recommend a greater variety of
resources and approaches. This topic explains the nature of Social Studies
strategies in light of Social Studies content and describes various ways to plan
strategies for instructional purposes.
Instructional Strategies
Strategies refer to all the techniques by which the teacher structures the
learning environment so that students are led to discover what they are
supposed to discover (Aquino, 2001). For Dynneson and Gross (1990),
strategies are means (techniques, processes and procedures) to be used in
presenting content to students in an instructional setting. These are ways of
sequencing and organizing a given selection of techniques that the teacher
employs to help students learn the course unit or lesson.
Teaching Techniques
Teaching Techniques are the practices and refinements of presentation which
a teacher employs to make instruction more effective when using a specific
method or a teaching aid.
Teaching techniques are the skill of teacher in organizing, arranging, and
executing the steps of the teaching activity so that the learner may be
stimulated to effective reactions in dealing with the learning situation.

If method/strategy is the key to teaching and learning; technique is the way
this key is applied.
Components
Talking or speaking, personal attire and poise, seating arrangements, getting
and going out of the classroom, motivating students, manner of doing each
step of the lesson, choice of visual aids, instructional materials, equipment
and art work, holding of pictures, visual aids, instructional materials, and
equipment, placing visual aids on the board and manner of pointing to a
picture, raising, criticizing and maintaining discipline, giving instructions and
assignments, room structure and others.
Topic 4
Elements of Instruction
In the planning of a lesson, teacher need to keep in mind that the strategies
they employ to present the content to students are often determined by the
nature of the subject matter. The acquisition of subject matter can greatly
influence the extent to which instruction will be successfully learned by the
students.
These elements of content include knowledge (facts, concepts and
generalization), skills and values. The teacher is responsible for designing and
planning effective learning environment and experiences that meet students
need as well as instructional objectives. However, the instructional strategy
will vary according to the following elements of instruction.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
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A. Knowledge
1. Facts
It is operationally defined as the basic element of knowledge that has
meaning within a contextual setting. Factual information such as percepts,
names, dates, statistics, and details are meaningful within a larger context of
an idea or a concept. Factual knowledge tends to have meaning only within a
specific context. Facts are descriptive knowledge.
Examples:
1. The temperature of which water boil may be of interest to a cook.
2. 20% satisfaction rate of Pres. Noynoy C. Aquino
3. Julius Caesar was a Roman General.
2. Concepts
Concepts are complex system of highly abstracted ideas which can be
built only by successive experiences in a variety of contexts. The relating
together of factual details, objects, or events that share common features and
are assigned a single name.
Remember that the acquisition of concepts can be strengthened when
percepts and factual information are presented as aspects of an idea or a
concept. The following are school of thoughts regarding how concepts are
learned
Objectivist Approach
Associated with behavioral psychology and recommends that
children learn to make labels or object association. Eventually
children learn the attributes of the objects and learn to classify them
according to specific categories.
The main defining feature of the concept is a descriptive
characteristic or word label. Therefore, a word label provides the
context around which factual information is organized to give
clarification and meaning to a concept.
Example: picture description of a pencil, learning the essential
characteristics that image the organism frog and many others.
Cognitive Approach
This approach emphasizes the individual’s internal resources.
Previous learning serves as a resource for learning new concepts. The
acquisition of new knowledge rests on the ability of the learner to

relate new information within the framework of already acquired
knowledge. Knowledge must be meaningful if students are to acquire,
retain and integrate it.
Example: Concept of a River (Body of water, aspect of environment, types
of bodies of water, kinds of rivers, uses and meaning of word river).
Model Approach (Gunter, Estes and Schwab, 1990)
Concepts are learned through concept attainment model. The
process of defining concepts by attending to those attributes that is
absolutely essential to the meaning and disregarding those which are
not.
Concept Attainment
1. Paglalahad ng mga konsepto
2. Pagbibigay ng mga halimbawa ng konsepto
3. Pagbibigay ng mga hindi halimbawa ng konsepto
4. Pagtukoy ng wastong halimbawa ng konsepto
5. Pagbibigay ng depinisyon ng konsepto
6. Paglalapat (pagbibigay ng iba pang halimbawa)
Example: Democracy – rights of citizens to participate in electing a leader, there are
different types of democracy: Republican form or Parliamentary, nature of the
relationship between the rulers and those who are ruled.
Types of Concepts Fundamental in the Social Studies Curriculum
Substantive Concepts (Price, Hickman, & Smith 1965) Sovereignty of Nation,
Conflict, Industrialization, Secularization, Compromise & Adjustment, Power &
Authority, Morality & Choice, Scarcity, Input & Output, Culture, Institution, Social
Control, Interaction
Value Concepts Dignity of Man, Empathy, Loyalty, Government, Freedom,
Equality
Concepts of Methods Historical Method and Point of View, the Geographical
Approach, Causation, Social Research, Sociological and Anthropological Perspective
Teaching Concepts Observation. Classification, Measurement, Analysis &
Synthesis, Objectivity, Skepticism, Interpretation, Evaluation, Evidence
Concepts in the Various Field of Social Sciences
History (Colonialism, manifest destiny, scalawag, utopia, dynasty, origins, causes,
medieval, civilization, emancipation, rebellion, holocaust, open-door policy)
Geography (Altitude, climate, conservation, ecology, space, region, plateau,
elevation, tundra, atmosphere, glacier, globe, resources, equator, greenhouse effect,
savanna, archipelago)
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
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Political Science (Citizenship, Constitution, politics, taxation, ballot, assembly,
filibuster, injunction, municipality, impeachment, confederation, election, caucus,
diplomacy, bureaucracy, canvass, treaties).
Economics (Market place, principal, demand, stock, supply, retail, recession,
securities, services, fiscal policy, mortgages, surplus, profit, corporation, manpower,
bankruptcy)
Sociology (Caste system, status, assimilation, collective behavior, cooperation,
crime, squatters, institution, society, ethnic group, gender, demography,
discrimination)
Anthropology (Aborigine, acculturation, ethnology, dowry, evolution, caste,
civilization, ethnocentric, adaptation, enculturation, folkways, mores, culture trait,
patterns, myths, primates)
3. Generalization
A conceptual relationship. It is a universal statement applicable at the
highest level of abstraction relevant to all time or stated times about man’s
past and or present, engaging in a basic human activity.
Generalizations are the statements that relate the meaning of two or
more concepts to express a general rule or principle.
The ability to generalize is the apex of the process of learning; it is the
key to further and more expeditious learning. Generalizations that express
social relations are learned as a part of the experiments of life; when they are
established incompletely or erroneously, they must be corrected (example, an
individual may have had an unsatisfactory experience with a person of certain
ethnic background, teacher should correct it).
Criteria Used in Identifying Generalizations (Hanna & Lee, 1962)
1. Statement not be bound by geographic place or time
2. Factual date associated with generalization not be generalization
3. That the generalization not be based on opinion but rather on
scientific explanation
4. Generalization applicable to all human beings and not to
individual or within isolated communities.
Three Basic Generalizations (Michaelis, 1988)
Descriptive Generalizations - limited to a time or place.
Conditional Generalizations - limited by an “if the” conditions
Prescriptive Generalizations - limited to value preference.

Different Processes in Analyzing Generalizations (Jerrold Kemp, 1985)
Diagramming (the process of breaking then into component parts),
Deduction, Induction and Webbing (can be used to illustrate the
relationships between the elements).
Examples
1. Towns frequently arose at favorable bodies of water or at water and
land connections.
2. People tend to move from areas of lesser to areas of greater economic
opportunity.
3. Rivers are frequently avenues of easy transportations
4. Trading centers often have developed at the convolution of rivers and
other bodies of water or accessible landforms.
5. Towns frequently arose at favorable bodies of water or at water and
land connections.
Examples of strategies Vocabulary development, word label,
related to the development picture association, cause and effect studies,
of Knowledge written and oral reports, webbing and
demonstration.
B. Skills
Skills are often acquired through practice, refinements and reinforcement.
It can be acquired as habits. Skills can be classified according to:
1. Psychomotor and Simple Skills - Learned at a relatively early age
and are fundamental to later learning. These include manipulation of
arms, legs, eyes, fingers in maneuvering physical objects ; identification
of colors, numbers and letters; labeling objects, simple association;
cutting, pasting to illustrate an idea or a concept.
2. Basic Skills – Consists of processes that human beings acquire in
order to access knowledge.
Reading Skills - ability to decipher words and sentences, vocabulary
development, research skill, information gathering.
Writing Skills – locating resources, selecting information, organizing
reports, writing journals, developing ideas on paper, writing essay, others.
Observing Skills - Pay attention, take notes and try not to take sides.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
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Listening Skills and Speaking Skills – Public speaking, oral and individual
group report, debates, round table discussion, others.
Study Skills – Teacher should expect students to spend time reading,
reviewing, and studying in preparation for instruction.
Social Skills – Work cooperatively, share responsibilities, support fellow
group members, take responsibility.
3. Complex Skills – Complex skills are intellectual skills as well as applied
skills (Thinking and Performance). This Problem Solving, Decision
Making, Critical and Creative Thinking, Organizing Important Events
Chronologically, Detect Cause – and – Effect Relationships, others
Examples of strategies Demonstration, Guided practice, Interviewing,
related to the Production of charts and graphs, illustrative
development of Skills films, library research, and student-produced
presentation.
C. Values
Values are associated with behaviors and attitudes that are symbolic of a
unified social group of behavior regarding certain ways if thinking, acting and
doing. The act of passing judgment upon the nature and amount of its value
compare with something.
Value Related Terms
Virtues Honesty, temperance, courage, justice, etc.
Beliefs Convictions regarding the truth of a statement or idea
Attitudes Predisposition to behave in a certain ways toward
certain phenomena
Ethics Standard for assessing human conduct
Morals What we consider to be right or wrong
Aesthetic Values They are measure of beauty, preference or taste
Cultural Values Mores, folkways, customs and traditions
Classes of Values
1. Personal Values – Associated with human traits are often expressed
through behavior that tends to characterize an individual.
Examples: Freely chosen by the individual. Highly priced by the individual.
Provide standard for assessing conduct. Perspective of what is right, appropriate
and worth knowing, believing and doing.

2. Group Values – Collective values are acquired as a result of group
affiliation or group membership (family, church, school, and social
organization, club and peer group).
Examples: Determine priorities and goals within social settings. Establish
standards of appropriate conducts. Develop sense of self-identity and serve as
basis for decision making
3. Societal Values – Represents the general agreement among the
various social groups that make up a broader unit called society.
Examples: Share common traditions, values and institutions. Determine relative
importance or worth of idea or belief, Value teamwork and self-achievement.
Willingness to make real contributions. Willing to sacrifice in defense of values
Examples of strategies related to Demonstration, objective thinking,
the development of Attitude and decision making, simulation, and
Values modeling
Topic 5
Motivating Student Learning
Teachers are constantly seeking new ways of presenting information to
students in the hope that they can somehow access this switch and trigger the
students’ desire to learn.
Learning cannot take place unless there is a need and desire to learn. If there is
no wish to learn, there is no learning even though the environment may be rich
in stimulation. When planning and executing a program of instruction, you
must plan certain activities that will create or enhance your students’ desire to
learn the lesson.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
10
Motivation - Nature and Concept
Commonly defined as the combination of intrinsic and external
influences, thus it is multidimensional, stimulating individuals to thought,
investigation, discovery, and conclusion. Such activities, energize for action
and determine its direction.
Internal Influences
Internal origins of motivation are often associated with an
individual’s physiological makeup or those genetic traits that are passed on by
one’s parents. Motivators can be internal, coming from within the individual,
such as tendency to be aggressive. Methods of heightening student
participation also heighten motivation.
Remember:
o Students who are ‘appropriately challenge” seem to become more
energized and motivated than those who are not challenged.
o Learning that contains elements of risk seems to inspire learning,
whereas risk-free instruction does not seem to motivate learning.
o Learning activities that are somewhat emotionally charged, challenging
and competitive tend to generate energy than to passive activity lecture.
o Overwhelming risk, however, may threaten the individual and trigger an
avoidance reaction.
Achievement Theory – This theory is based on the assumption that
individuals will attempt to reach or keep up a certain standard or level of
performance in order to maintain their status within the group and their
sense of self – worth. Ones students have experience success, they tend to
maintain or to extend it as best they can (Russell, 1971).
External Influences
Behavioral scientist acknowledges the importance of social and physical
environment as influences in human behavior. The social relationships are
considered important factors that strongly influence students’ motivation
because human beings tend to exert a profound social influence on one
another.
Remember:
o The environmental factors are themselves a composite of geographical
influences and of the economic, emotional and other social influences
that human being exert upon each other.
o Environment of the school includes more than bricks, mortar, furniture,
instructional materials, and bulletin boards. More than any other external
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factor, the human factor contains great potential for influencing Designing Instruction for Motivation
motivation. 1. Establish clear and vital learning objectives that are observable and
measurable and are according to specific student performances.
Teacher’s Role in Motivation 2. The opening motivating activity will link subject matter with student
We can allow for the development of competence and match students interest and experiences.
with learning activities, but we cannot directly motivate students… Between 3. Students are more interested in instruction when they are direct
what we do as teachers and what students do as learners are the students participants in the learning/teaching process (include such activities as
perceptions, values, personalities, and judgments. These elements decide the cooperative learning, participation in games, and simulations in which decision
final outcome of student motivation. making and problem solving are emphasized, the uses of historical fiction,
The role of the teacher is viewed as that of the stimulator of student individualized learning measures such as individual bar graphs and maps).
behavior which constitutes the learning experiences. Motivation for school 4. The momentum of instruction requires that students keep face with
learning is learning in itself. As such, it can be created out of the proper instructor, thus motivating them to listen, clarify, meet task
experiences. In turn, teachers can nurture and cause to grow students’ desire to requirements, stay alert and participate in future decisions.
learn. 5. In planning the lesson, the teacher should designate the estimate time
segments for each aspects of the lesson and attempt to meet these pre
Establishing Relationships – established schedule. At the same time the teacher should be
According to William Glasser (1969) Reality Therapy says that willing to violate the pacing schedule for good reason.
teacher must be involved; that when students are involved with responsible 6. From motivational perspective, many other instructional methods
teachers, people who themselves have a success identity and can fulfill their can promote better student participation and thereby increase student
needs, the students are then in a position to fulfill their own needs. interest in instruction.
7. The actual motivating activity maybe a guest speaker,
Dealing with the Unmotivated demonstration, game, picture or display.
The unmotivated student who is often less able student requires more 8. Each lesson should contain direct motivational items such as warm
care and attention than to other students. Some experts suggest that to help – up questions or response items such as “what if” questions.
these students, teachers need to challenge them with maximum level 9. Students tend to enjoy and energized in social problems and
encouragement and support. John Keller (1983) developed his ARCS Model problem - solving and decision – making activities.
which was an attempt to influence the motivation of students toward their 10. Students tend to become more interested and involved in most topics
learning tasks. It contains four major conditions for motivation: if the teacher displays their enthusiasm for the topic.
Attention relates to the need to call Relevance relates to the need for Closure Activities - are often in the form of participatory activities that end
students’ attention to the material or students to assign value to the instruction on high note and bring the entire instructional element together
content. content or material. to help students grasp the overall meaning of the unit of course. As a result
Confidence relates to the need for Satisfaction relates to the need of of the culminating activity, students will hopefully have opportunity to
students to realize that they can be students to gain a sense of review, clarify and reinforced what have thought.
successfully learned the content or gratification or a reward as a
material. consequence of learning the content .
or material.

Marie Fe Dizon- de Guzman, Ed. D.

Associate Professor V

Topic 6
Teaching Strategies for Secondary Social Studies in
Different Instructional Setting
Teaching is a process by which one interacts with another person with the
intention of influencing the learning of that person. It is the interplay between
the teacher and the learners. Teaching, as a useful and practical art calls for
intuition, creativity, improvisation and expressiveness. Remember always that
there is no single mode of teaching which fits all the learning situations.
A teacher of Social Studies to be effective has to be a source of
information, and a guide, an organizer of opportunities for learning and a
person who can stimulate any environment for effective learning.
The Instructional Setting describes both the physical and intellectual
setting that will be used to facilitate learning through the instructional
strategies and methods. The setting and techniques described in the
following section are typically associated with Social Studies instruction.
A. Whole – Group Setting
Strategies and methods in whole-group setting tend to reflect a type of teacher
to student interaction that is teacher – centered.
The teacher usually presents content to the entire class at the same time. A
resource person who interprets forms of printed materials. The teacher
provides additional information connected with the textbook or other
instructional materials. Questioning occur in any settings.
Lecture Method
This method is the most commonly used mode by the teachers. It is a means
of imparting information with least expense of time and effort. This expects
the students to quietly sit and listen to the talk about the subject matter.
Though it, it can cater for a larger population. In this situation, students are
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
12
expected to take notes and sometimes the teacher may write notes on the
chalkboard. Often the lesson may end up with sum-up questions.
Lecture has the disadvantage of making learning teacher-centered rather than
child-centered. A lesson becomes dull without combining this method with
other methods and the use of teaching aids.
A teacher would have no option than to use the lecture method when the topic
is abstract. Topics like Faith, Reason, Man and His Beliefs, Supernaturalism,
Justice etc.
Effective Techniques in Lecturing Use outline and plenty of illustrations.
Start with problems to arouse interest, keep the class in expectant attitude,
check-up the reactions of the learners once in a while, speak in pleasing and
well-modulated voice and exhibit sense of humor.
Discussion Method
This method refers to student - to – student talk with occasional intervention
by the teacher. The method involves the use of small group of students where
each group will have a leader who initiates the discussion of the issue or
subject matter. It should be noted that the students are more active than the
teacher when this method is used. But care should be taken to avoid the
discussion being dominated by some students. Every member of a small group
should be given equal opportunity or chances of making contributions to any
discussion. The method can be effective if it is deliberately planned and
systematically used with the teacher guiding and mode rat-lag the students.'
discussion.
Discussion method can be used for the following topics in Social Studies:
Problems of Modernization, Living together in our Community, Problem of
Survival, Family Problems, and Environmental Problems etc.
Effective Techniques in Discussion Study the subject matter prior to the class
meeting, preparation of discussion queries, accept criticism and contrary opinion
in a responsible way, be able to estate reason and listen.
Inquiry or Discovery Method
Inquiry or discovery method encourages divergent thinking, allows students to
find out information by themselves and it generates students' enthusiasm at
examining issues logically. The process of inquiry method involves
 13

identification of a problem, analysis of this information in order to arrive at Ask tugging questions (What else? Vary the length and difficulty of the
possible solution and using the solution to generalize. Who else?) Questions
Discovery process is used to identify relationship. Discovering tends to focus Ask cross-examination question Ask question that are clear and
on the process of elimination based on trial and error. Discovery is often Simple
employed as a process that encourages students to manipulate with objects or Call the name of the student before Allow sufficient time for deliberation
with events so that they might gain new insights and relationship. asking question
Students can be required to find out the reasons for fuel shortage in the Answer the question asked by a Follow-up incorrect answers
country, power failure, scarcity of some goods etc. A very desirable aspect of student if students know the answer
the inquiry and discovery methods is its emphasis on the use of higher levels Repeat questions or repeat answers Call on non-volunteers and volunteers
of thinking. given by students
Exploit bright students or volunteers Call on disruptive students
Question and Answer Method
This is a common teaching method used by teachers. The teacher in this Allow choral response Change your position and move
method asks a question and then recognizes one student who answers the around the room
question. The teacher then reacts verbally to the student's response. Question Allow improper speech and
and answer is, therefore, a process whereby the teacher asks a question, a incompetent answers to go unnoticed
student responds, the teacher then reacts and asks another question which is
answered by another student and so on. B. Small – Group Setting
Students tend to vary in their ability to work effectively with other. In a small-
This method helps to test the extent and depth of the students' knowledge. The group work in Social Studies, students are usually required to contribute to the
method keeps both the students and teachers active throughout the lesson. A efforts of the group regardless of their preferences.
teacher of Social Studies employing this method should note that, it needs
adequate planning and handling. A careful directed questioning technique can Small-group setting is a valuable way to involve students in key elements in
elicit answer about the students' immediate environment. Social Studies. It will improve their ability to investigate objectively, to
analyze and reach some conclusions. Students has often far more opportunities
Topics like Man and His Environment, Man and His Economic Activities etc. to contribute, to share their views and to become truly involved. The direct
could effectively be taught through the questions and answer method. The involvement of students lead to personal motivation and learning.
questions used should be clear, precise and unambiguous.
Don’ts in Asking Questions Dos in Asking Questions Oral Reports
Ask question that allow 50-50 chance Ask questions that are stimulating A detailed discussion of a topic based upon data found in a several references.
of getting the right answer and not merely memory testing or It trains learners in the process of gathering, organizing and disseminating
dull information about a given topic. Resourcefulness, initiative and improved
Ask guessing and vague questions Ask questions that are commensurate expression among learners will also be developed.
with the student’s abilities Effective Techniques in Oral Report. Make an outline of the topic to be
Ask multiple questions Ask questions that are relevant to the included in a report. Read several references about the topic and take down
Students important points. Make an outline (introduction, body and conclusion. Write
Ask fill-in the blanks question Ask questions that are sequential report base on the outline. Decide an interesting way of opening the report.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V

Report should be delivered in your own words getting only the gist. End the
reports by the conclusion drawn from the materials.
Class Debate
Debate is an excellent means for developing quick thinker and effective
arguers. It is a process that evaluates a probable truth, a judgment and a single
solution. It is a useful device for stimulating students’ participation and
discussion. It helps also to identify arguments which support different points
of view. It does emphasize competition and winning an argument.
Effective Techniques in Debate Pagpili ng suliranin. Pagsasaayos ng isyu.
Paghahanda ng isyu para sa debate. Presentasyon ng debate.
Pagsubaybay/Pagbabalik-aral/Pagsusuri. Pagtatapos
Panel Presentation
A group of three to six individuals share the reporting of a topic. According to
Aquino (2001) it is a small group of persons who have some expertise on the
subjects and talk about the problem before the class. No one make a speech,
rather there is interplay back and forth among the panel members with
agreement, disagreement, clarifications and point elaboration.
Effective Techniques in Panel Presentation Discuss procedures with the
class and establish necessary rules. Prepare a necessary outline of
responsibilities to the group. Panel tend to end up a separate individual
reports. Panelists are encouraged to seek questions during or after
presentation. Present a summary and/or overview after the panel report.
Round Table Format
A round table format is discussion group and less collection of separate
factual presentation by individual members. The aim is to ensure that students
express a wide range of viewpoints that deserve careful consideration by
everyone involved.
Effective Techniques in Round Table Format Choose a chairperson
who has special qualities to help lead the group work. Choose the
moderator in panel reports or forum. Encourage participation and
questions from the class. Express wide range of viewpoints.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
14
Committee Work
Committee studies attempt to help students to learn how to develop the
supportive and leadership roles. The ability to work cooperatively is the
essential goal. The teacher is expected to help each students develop the skills
associated with needed research techniques, communications and reporting
skills. The basis for selection of members in a committee include: abilities,
interest, competitiveness, experience and leadership.
Attitudes Required in Committee Work Friendly relationship.
Willingness to provide leadership when required. Desire to contribute
ideas. Willingness to contribute to the committee goals.
Cooperative Work
Cooperative learning refers to set of instruction procedures in which students
work collaboratively in mixed ability learning group, either in a small or a
large group to achieve the dual goals of academic achievement and skills
development. It features team formation, positive interdependence, individual
accountability and face-to-face interaction.
Cooperative effort requires social interaction skills and careful planning.
Students should be taught to set goals and systematically work out the task
designed to achieve these goals.
Effective Techniques in Cooperative Work Selecting the activity.
Delineate a clear group goal. Enumerate individual responsibility. Observe
and provide feedback.
Brainstorming
Effective Techniques in Brainstorming Pagkilala ng suliranin/ pangyayari.
Pagbabahagi/paglalahad/pagbibigay ng mungkahi. Pagsulat ng mga isyu.
Talakayan/pagsusuri ng mga ideya. Pagtatapos
Buzz Group
Informal arrangements particularly effective for motivation, to get students to
state initial opinions, to select a narrow topic and to share brief reactions.
Effective Techniques in Buzz Group Teacher breaks small whole groups
into small sets (3 or 7 members) for short term discussion. After a few
minutes, the class reassembles and sub-group report on the results of their
conversations.

Dyads
Pair of students briefly share opinions with each and frequently ask to share
their findings and conclusion.
Effective Techniques in Dyads Assign a topic or problem to pairs of
students. They are expected to share their view, listen carefully to each other,
and come up with joint conclusion.
Forum
Forum is almost similar to but more formal than panel discussion. Two or
more speakers offer several points of view in a vital issue after which the
audience can ask question or express opinion.
Symposium
Symposium is a technique similar to a conference; hence, done in a formal
manner, where a topic is discussed by children like experts, each presents his
point of view without interruption. A time for question follows.
C. Individual Setting
In this setting, contents are provided to a single student. An individualized
instruction, a direct interaction between the materials selected to meet
particular needs. Task and materials that are designed for or by each student
according to some pre-established criteria are included.
Individual setting is characterized by teacher to student or student to teacher
material interactions. The teacher assesses the special need of each student.
The teacher then prescribes instruction according to those needs and/or
interests.
Student Research and Individualized Study
Modelong Pasiyasat (Inquiry Model) Walter C. Parker at John Jarolimek
Pagtukoy sa suliranin. Pagbuo ng hipoteses. Pagpaplano sa aralin.
Pangongolekta ng datos. Pagtataya sa mga hipoteses. Pagbuo ng konklusyon
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
15
Interviewing
Interviewing is useful and helpful in getting firsthand information from
individuals who have expertise on the topics under study. Using interviews
exists in subjects as need from fresh data about the following sample topics
and issues: Prices of commodities in the ‘Market Baskets’, Ordinances of LGU,
Problems of Overpopulated Barangay, Awareness on the Reproductive Health
Law
Organizing Notebook
Notebooks are required to student in many ways because it contains units and
lesson, notes, data, and figures. It provides a helpful record for assessment and
review of students and teachers as well.
Suggested contents include: lists of aims, assignments, copies of all pieces of
written work, notes, outlines, homework questions, personal essays and other
related topics to be studied.
Home Assignment
This is not a method but a device which can be used to engage the students
outside the lesson period. In the light of students' attitude to home assignment,
the teacher should give assignments that can be completed within a short time.
Such home assignment must be interesting and relevant to the subject matter.
It should not be given, as punishment, otherwise, students would develop
negative attitude to anything assignment outside the classroom. Home
assignment can be given in any topic in Social Studies. It could be reading
assignment, finding answers to some questions or seeking information about a
particular topic etc. Assignment is largely a matter not of information but a
motivation.
Kinds of Assignment include: Page-by-Page Assignment, Topical
Assignment, Project Assignment, Cooperative or Group Assignment.
D. Creative Setting
In this setting, the teacher and the student present content in a form deign to
generate a new student expression or product. It is characterized by student –
to stimuli interactions in which the student are required to express reactions in
unique and creative ways that attempts to communicate individual reactions.

Dramatization Method
The method allows for a great deal of involvement and participation by the
students physically, emotionally and mentally. It is a natural way by which
students express freely their understanding of the life around them.
In a situation where a lesson or topic is dry, dramatization could effectively
help to sustain the students' attention and interest. Dramatization involves
direct technique like role-playing. The teacher could engage students who are
less active in academic work. It would create a sense of belonging in them.
Adequate preparation is needed to allow the participants know what part to
play. The drama should be realistic to make it effective and relevant.
Dramatization provides among other things, an avenue for respect of opinion
of others, the attitude of co-operation within the co-actors, development of
desirable skills, confidence and self-esteem, and the opportunity for the
students to express themselves freely. Students can be led to dramatize the
function of a family, the role of the father or mother, honesty, leadership,
followership etc. which are topics in the Social Studies syllabus.
Project Method
A project can be carried out by an individual student for his end product or by
a group of students co-operating to produce something much larger than an
individual student's project. Project method involves doing concrete things
and it is self-motivated. Project method needs extremely careful planning by
the teacher but the aim is to get the students to co-ordinate his information in
an intelligent manner. Using all the sources of information available to the
students is fundamental to "learning how to learn". Examples of areas in
Social Studies where projects can be executed include writing a group story;
interpreting and making of maps, bulletin board display, exhibits, portfolio;
building up an album for an event e.g. marriage ceremony, and many others.
The role of the teacher is to guide and inspire the students which can help to
clarify concepts in 'Social Studies. A project should not be difficult to
discourage the students and it should not take much time to complete.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
16
Construction Method
This method helps the students to learn by doing, to be initiative and to engage
in self-directed activity. A student-produced presentation, the construction
activity can be of two kinds. One involves the use of print materials like
newspaper construction, file folder, scrap book, vertical file and magazine
construction. On the other hand, some materials are used to make items like
models, sculptures and other instructional constructions.
It is the role of the teacher to guide in the initiation of construction method. It
could be used for the following topics in Social Studies: The Family Structure,
The Systems of the Government, Social Organizations, Cultural pattern etc.
There should be thorough supervision when the construction involves the use
of sharp objects like knives and saws. This method is stimulating, motivating
and functional in the higher classes of school.
Cartoons
Cartoons are drawings or series that tells a story or expresses a message. In a
particular unit, teacher may ask the students to produce cartoon related to an
event or issue in the period or topic the class is studying. This will often lead
to extensive reading on the students’ part and to valuable classroom discussion
when the cartoons are viewed and evaluated by their classmates. For example
‘Early Filipino Social Classes’, cartoons are particularly valuable in
promoting students understanding about the concepts and development.
Realia
Many realia provides opportunities for motivation learning. It helps students
in the preparation of oral portions of presentations. It supplies one form aid of
attention, understanding and imagination. The artistic ability of the students is
enhanced.
Realia is a term for real things or concrete objects that are used in the
classroom to build background knowledge. It allows student to see, fell and
even smell the objects being explored.
 17

Example of Realia and its Uses Historical simulations are dramatizations in which past incidents are relived
Level Realia Uses and real characters portrayed. Examples include the hoisting of the Philippine
Household Eating utensils, furniture Oral presentation, Flag on the Independence Day, the capture of Gen E. Aguinaldo at Palanan,
Items from different cultures, dramatics, simulated Isabela, etc.
antique items, etc. activities and projects
Simulation activities include practical exercises wherein students play role or
Clothing Different kinds of hats, Play, skit, dramatic episode, act what really happens in an occasion of organization e.g. a cabinet meeting,
jackets, shoes and ethnic role playing, socio-drama a parliamentary procedure, demonstration teaching, etc.
clothing and simulated production
Crafts Sculpturing clay, potter’s Application activities, Simulation games or instructional games are used for educational purpose.
wheel, materials for paper projects, student-produced They are activities that involve rules, competitions and players. The outcome
making, weaving and presentation of the game are determined less by chance and more by decision made by the
etching, paper mache, players. Thus, simulation games are commercially sold-board-games of which
origami and ikebana. "Monopoly" is very common. "Monopoly" is a simulation of buying,
Ethnic Necklaces and chokers, Mniature museum and developing and renting of properties. Simulation games seem to be evidence
Items bracelets, decorative items, cross-cultural experiences. that these games are effective in dealing with the learners' attitudes.
masks, head gears, footwear
and jars
Simulations are highly motivating to students and they bring about increased
interest when they are used. They have been used in teaching. They provide
the group(s) involved in the game with a common and shared experience to
E. Simulated Setting make learning more meaningful and effective. Topics that look too difficult or
Simulation can be best defined as a role-playing in which the process of abstract e.g. morality, democracy, patriotism, followership, leadership,
teaching is displayed artificially and an effort is made to practice some conflict prejudice etc. can be understood if demonstrated through simulation
important skills of communication through this technique. A simulated activities.
strategy is one in which historical or social science events, issues and
problems are in active in the classroom. According to Dynneson and Gross Teachers using the simulation method must be aware that it takes a great deal
(1999) a simulated setting strategy is characterized by a student-to-situation of time and students tend to be very noisy, disorderly and sometimes prove
interaction in which commercially or teacher-prepared situations are organized very difficult to control. Students should therefore, be prepared and
around hypothetical or actual events and conditions. enlightened on how to conduct themselves during simulation activities. This
demands adequate preparation from the teacher and the establishment of the
Simulation is usually used for teaching concepts and principles that are not value and relevance such as resolution of the issue and providing practical
easily observable such as theoretical concepts. They are dynamic and lively lessons. The evaluation procedure must also be determined.
ways of presenting ideas, problems, issues and realities in our past and present
societies. Simulation comes from the Latin word "Similis" which means, to
act like, to resemble. It is therefore expected that through this method, a F. Contemporary Setting
situation will be created in which activities are as if they are real-life. There Good citizenship requires the development of a certain level of concern and
are three major kinds of simulation methods. These consist of historical involvement in contemporary affairs regardless of the course study or grade
simulation, simulation activities and simulation games. level. These settings are those in which the teacher presents contemporary
events to students to enhance their awareness and concern over current issues
and problems.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V

Contemporary strategies are characterized by student-to-current affairs
interaction in which student are expected to become informed participants in
an affair to the community, state, nation and world.
Teacher try to incorporate contemporary events provide numerous
development that link to Social Studies course. A geography or history teacher
for example, covering Southeast Asia has opportunities to find numerous
contemporary events to lie to the numerous topics. Teacher in economics
dealing with Inflation, GDP, GNP, international trade, behavior of individual
households and procedures can integrate current developments into the unit of
study.
Teacher should find the ways to link the course subject matter with current
events in the real world to motivate and excite students. Mentors who shape
their instruction using contemporary events can adequately and motivationally
incorporate the required subject content into units and lessons that are very
purposely for the students.
The Social Studies teacher believe the current event should be
an important part of their students’ regular work because of the
following reasons: encourage students to become informed and participatory
citizens, make intelligent decision regarding the nation’s social, economic and
political affairs, pertinent information can be acquired through newspaper, TV
broadcast and radio.
Typical Types of Student-to-Contemporary Affairs Strategies:
news reporting, current events bulletin boards, student’s newspaper
and news programs, news story scrap books, library research, news
discussion and analysis, panel reports, news films or videos and
quizzes.
Suggested Contemporary Setting Activities: large bulletin board
(e.g. thematic such as geography, current events picture gallery, etc),
individual and committee reports, and editorial cartoon interpretation.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
18
Individual Lesson Approach
This approach to current events is to prove blocs in several days to catch up on
news between the ending and the beginning of course units. Teacher using this
approach believe that it is the best way to help students gain the skill and
depth for understanding they need for related class discussion and decision
making related to conclusions about current affairs. The individual lesson
strategies include library research, classroom debate, cartoon analysis,
reading in depth on news backgrounds, use of guess speaker and poster
analysis.
Daily Lesson Approach
Some teachers favor a short, almost daily reporting of current development by
class members at the beginning of the class hour. The brief daily approach is
however, favored by some instructors to keep with crisis development such as:
national and local elections, natural disaster, climate change, new laws (e.g.
reproductive health), etc.
Weekly Lesson Approach
Many teachers use specially prepared weekly sources of information, written
in terms of students’ interest and reading levels, to introduce students to the
need and value of keeping up with current events. Survey of teacher strategy
found that the majority of instructors prefer to devote one class period each
week to current events. Most of these teachers have a set day, but other varies
the day depending on other elements of the week’s work.
G. Community Setting
In the community setting, the teacher present or reinforce subject matter
content by exposing students to community resources and facilities. The
children are to bring their Social Studies and other object to the community,
and the school is open to variety of community contributions.
The strategies are characterized by interaction in which local resources are
brought into the classroom or where students going to the community to gain
the firsthand experiences with class topics.
Typical types of community strategy include field trips, guest speakers,
community projects, community mapping, local history, research projects,
interviews etc.

Community Observations
Useful strategy to understand economic and sociological insights grow into
some key to differences and problems in the community. It often begins with
the use of local, city or community maps followed by a tour class walk.
The class comes to understand district and zones. On-site experiences from
observing areas (wealthy and depressed) provide the development of realistic
understanding and links to the rest of the nation and the world. The class will
understand the economic and social problems (local or international).
Community-Centered Approach
Characterized by different opportunities exist for the school and community to
work together. This approach will increase contacts between schools and
communities. The ideal concept of community-centered education assumed a
broad two-way venue between school and locality.
Suggested activities include the use of school facilities by parents, parents and
teachers would work together on project in and out of the school, visiting speaker
and mentors for remedial and group work, student contact a variety of learning
activities in the locality, Social Studies classes would sponsor fairs and career
days
Community Surveys
Results of this learning strategy are particularly valuable for the student in
having experienced elements of democracy in action rather than having only
read about such issues often described in textbooks.
Topics in community surveys can be history of our community, juvenile
delinquency, food cost and quality, employed and unemployed, waste disposal
program, local traditions, etc.
Field-Trips
Field-trips involve journey with the pupils to observe and investigate
situations outside the classroom. Many of such expeditions might go no
further than the school corridor, the school building or playgrounds.
Experiences gained from field-trips are vivid, lasting and often more
meaningful to the students because they are real-life situations.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
19
There are Three Stages to Field-Trip, the preparation stage must be
extremely through with the teacher knowing exactly what he hopes to achieve.
During the field-trip, students should collect all the information possible
about the area to be visited. Adequate preparation should be made to make
necessary contact with the people concerned in the area to be visited for due
permission. Necessary arrangements should be made for transport,
accommodations (If necessary) and the period of the visit. The third stage
known as the recapitulation involves reporting back the expedition. Here a
great deal of consolidation is done on the information gained during the field-
trip. This may be in form of discussion, exhibition of specimen collected or
sketches and diagrams drawn during the trip.
Suggested topics and places for Field-Trips Field-trip would be appropriate
for topics like Man and His Environment, Man and His Economic Activities
Problems of Urbanization, etc. Field-trip visit places such as historical,
cultural sites and building, courts, plants and factories, recycling operation,
old ancestral houses, evacuation centers, government agencies, recreational
places, museums and many others. Though field-trip makes lasting impression
upon the students, it involves a lot of efforts, energy and time on the part of
the teacher and the learners.
H. Disciplinary Setting
In this stage, the teacher presents subject matter content through historical or
social science methodological technique (Dynneson and Gross, 1999).
Disciplinary settings are characterized by a student-to-disciplinary
methodology interaction in which methodological approaches are used to
gather or recognize information within the classroom, school and local
community.
Methodological Activities Approaches
Approaches for methodological strategies may include analysis of documents,
interpretation of diaries and interview with eye witness; polls and surveys,
map construction and preparation; development of indexes, charts and tables;
systematic observations; shaping the use of questionnaires and excavations;
graphic presentations of economic data or land forms and soil areas.

Structure Approaches
A structure of a discipline includes two elements; the first element is
generalization and research techniques. Generalization is based on
supporting facts found in research and evidence in major publications of the
discipline (further explained in Topic 4 page 7).
Having essential Research Techniques and study skills are marks of
scholarship in that discipline. Research techniques include: Identify the
problem about an issue. Gather information using various means. Organize
information gathered. Analyze the truth of gathered materials. Arrive at the
answer to the problem. Report. Application
In presenting content under the label of a particular discipline, any teacher
should first involve the students in developing the competencies that mark a
professional in the field. Teachers should introduce to the students basic
methodological skills in their discipline like historical research and analysis.
Only then will student be able to correctly generalize and draw sound
conclusions about findings presented in subject matter narrative.
I. Problem Setting
Problem setting strategy is one in which the teacher present content to
students in the form of predicaments that require inquiry, issue analysis and
decision-making. One of the most attractive attributes of the strategy focuses
in the immediate involvement of the students in the teaching-learning process.
It shifts the role of the student from passive recipient of information to that of
active and direct problem solver.
Problem setting hopes to develop students who are critical thinkers. Critical
thinking is the process that requires the use of reason and evidence to
evaluate an event or a claim. The process is similar to judicial process, a
process used in classroom to validate various claims or counter claims. It
attempts to help students identify and examine the basic assumptions and
beliefs that influenced human perception and behavior. Suggested procedure
includes: analysis of message, behavior, beliefs, values, opinion and product)
according to some criteria or standards. Make judgment based on some
standards or criteria about the meaning, truth, importance and relativity.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
20
Issue – Centered Approaches
Issue – centered approaches include some civic classes, world affairs or
regions and the declining contemporary problems. Proponent need to give
evidences from the serious conditions that affect human well-being of the
need to considerably increase attention on the unresolved aspect of most topic
being studied. Also, the proponent needs to demonstrate the processes of
skilled inquiry and problem resolution which are critical elements of learning
the citizens of democratic society.
Propaganda Analysis
The need for students to understand how influential force attempts to gain
public acceptance and action without any critical thought on the public’s part.
Today, especially with the increase importance of the public media, there is an
even greater need to teach young people how to interpret the claims of
individual personalities and highly vocal special interest group and
commercial advertising that are often fallacies and misleading. Social Studies
teacher make a significant contribution to the well-being of these students by
helping them uncover influences of their environment that encourage thinking
and action.
Problem - Solving Method
This method enables the students to think about a problem, try to understand
the problem and finally evaluate information in order to find solution(s) to the
problem that has been identified. The method recognizes that there is an
orderly procedure in the thinking process.
The teacher should in this regard, make the problem relevant and appealing to
the students' experience. He should also encourage the students to think for
themselves and be able to arrive 'at a deeper understanding of the information
available in the process of solving a problem.
The stage in problem-solving involves the student in this situation should be
able to (a) state the problem that confronts them and be able to propose
possible ways of solving the problem; (b) gathering information using
various means such as arrangement, classification, sorting and interacting with
facts; (c) discussion on the possible solutions follows with the aim of
accepting the most reasonable solutions. The answer or solution is determined

through the (d) application of the acceptable suggestion. The original
problem and solution are then re-stated.
Interesting, issues and problems worthy of consideration in the use of the
problem-solving method include food, family, financial, clothing,
transportation, cultural and-learning problems. It is pertinent to stress that a
natural point of interest for the child is the method that generates questions
and problems to be solved.
Decision – Making Method
A process best applied to question that can be narrowed to choices between
alternative possibilities through the process of speculation, examination and
prediction. Various alternative choices are eliminated until a final choice is
selected. This can be applied to historical events in which decisions were
made and the consequences are known.
Modelo sa Paggawa ng Desisyon (Decision-Making Model) ni James
Banks.
Pagtukoy sa isyu. Pangongolekta ng datos. Pagsasaalang-alang sa datos na
nauugnay sa isyu. Pagtukoy sa solusyon. Pagbibigay ng rasyunal na desisyon
Modelo sa Pagsusuring Panlipunan (Social Analysis Model) ni James P.
Shaver.
Pagtukoy sa isyu. Paglalarawan sa isyu/sitwasyon. Pagsusuri sa
sitwasyon/isyu. Pagtatapos
Modelong Values Clarification ni Louis Raths
Pagpili mula sa mga alternatibo. Masusing pag-aaral. Malayang pagpili.
Pagpapahalaga sa napiling alternatibo. Pagpapatibay sa paninindigan sa
napiling alternatibo. Pag-aksyon sa napiling alternatibo. Pagsasagawa ng
paulit-ulit na paninindigan
Modelong Diskusyong Moral (Moral Discussion Model) ni Barry K.
Beyer
Paglalahad ng dilemma. Paglikha ng dibisyon ng aksyon. Talakayan sa mga
maliliit na pangkat. Talakayan sa klase. Pagtatapos
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
21
Modelong Moral Reasoning ni Jones Gilbraith
Pagharap sa dilemma. Pagbibigay ng tentatib na posisyon. Pagsusuri ng
katwiran. Repleksyon sa indibidwal na posisyon. Pagtatapos.
K+12 Basic Education Program
Salient Points on the Enhanced K+12 Basic Education Program
What is K+12?
K+12 mean Kindergarten and the 12 years of elementary and secondary
education.
Kindergarten refers to the 5-year old cohort that takes a standardized
kinder curriculum.
Elementary education refers to primary schooling that involves six or
seven years of education
Secondary education refers to high school.
How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is
currently being proposed by DepEd is the K-6-4-2 Model. This model involves
Kindergarten, six years of elementary education, four years of junior high school
(Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two
years of senior high school intend to provide time for students to consolidate
acquired academic skills and competencies.
Features of K 6-4-2
1. Kindergarten and 12 years of quality basic education is a right of every
Filipino, therefore they must be and will be provided by government and
will be free.

2. Those who go through the 12 years cycle will get an elementary diploma
(6 years), a junior high school diploma (4 years), and a senior high school
diploma (2 years).
3. A full 12 years of basic education will eventually be required for entry
into tertiary level education (entering freshmen by SY 2018-2019 or
seven years from now).
 An open and consultative process will be adopted in the development
and implementation of K+12.
 Change is two-fold: (a) curriculum enhancement and (b) transition
management.
What is Senior High School?
 2 years of in-depth specialization for students depending on the
occupation/career track they wish to pursue
 Skills and competencies relevant to the job market
 The 2 years of senior HS intend to provide time for students to
consolidate acquired academic skills and competencies.
 The curriculum will allow specializations in Science and Technology,
Music and Arts, Agriculture and Fisheries, Sports, Business and
Entrepreneurship.
What is the proposed implementation plan of DepEd?
Phases of Implementation:
1. Universal kindergarten will be offered starting SY 2011-2012.
2. DepEd will begin unclogging the basic education curriculum in SY 2012-
2013.
3. The enhanced 12-year curriculum will be implemented starting with
incoming Grade 1 students of SY 2012-2013.
4. Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free
Senior High School education that will be made available by DepEd in
public schools beginning SY 2016-2017. Electives to be offered in Senior
HS (arts, music, tech-voch..etc)
In implementing the K-6-4-2 proposal, DepEd will take into
account the issues and concerns of all stakeholders, including the high
school graduates before 2016. This will be done through regional
consultations to begin early 2011. The mechanics and other details of
the transition plan will be threshed out with HEIs in coordination with
CHED, TESDA and other critical stakeholders.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
22
Why add two more years?
 To decongest and enhance the basic education curriculum
 To provide better quality education for all
 The Philippines is the only remaining country in Asia with a 10-year basic
education program
 K+12 is not new. The proposal to expand the basic education dates back
to 1925.
 Studies in the Philippines have shown that an additional year of
schooling increases earnings by 7.5%.
 Studies validate that improvements in the quality of education will
increase GDP growth by 2% to 2.2%.
 Minus 2 instead of plus 2 for those families who cannot afford a college
education but still wish to have their children find a good paying job.
Right now, parents spend for at least 4 years of college to have an
employable child. In effect, we are saving parents 2 years of expenses.
The plan is not “Plus 2 years before graduation” but “Minus 2 years
before work
How much will this cost?
 The immediate cost for the program will not be needed until 2016 when
the first year of the two additional years is implemented.
 Meanwhile, we will continue to close the resource gaps in basic
education – the President ordered DepEd to its close resource gaps in 2
years. At this time, we estimate the total funding requirement to procure
all needed resources at P150 billion for:152,569 new classrooms, 103,599
more teachers, 95.6 million more books, 9.2 million seats
What will society gain from K+12
 K+12 will facilitate an accelerated economic growth.
 K+12 will facilitate mutual recognition of Filipino graduates and
professionals in other countries.
 A better educated society provides a sound foundation for long-term
socio-economic development.
Where are we at now?
 Insufficient mastery of basic competencies is common due to a congested
curriculum. The 12 year curriculum is being delivered in 10 years.
 23

 High school graduates are younger than 18 years old and lack basic
competencies and maturity. They cannot legally enter into contracts and Salandanan, Gloria. (2001). Teaching Approaches and Strategies, Quezon City
are not emotionally mature for entrepreneurship / employment.
 Other countries view the 10-year education cycle as insufficient. Journal
Agno, Lydia N. (2003) Pundasyon at Pratikum sa Pagtuturo ng
MAKABAYAN. Unibersidad ng Pilipinas, Diliman Quezon City.
The Vision. Graduates of Enhanced K+12 Basic Education Program will:
 Acquire mastery of basic competencies. Bumanglag Rita M. (2004). Teaching Tips – Social Studies MAKABAYAN.
 Be more emotionally mature. SIBS Publishing House Inc. Mandaluyong City.
 Be socially aware, pro-active, involved in public and civic affairs.
 Be adequately prepared for the world of work or entrepreneurship or Sicuan, Fe M. (2001). Teaching and Learning Social Studies/Civics. The
higher education. Modern Teacher. Vol. L. June 2001.
 Be legally employable with potential for better earnings.
 Be globally competitive. Multimedia
 Every graduate of the Enhanced K+12 Basic Education Program is an Wikipedia
empowered individual who has learned, through a program that is Grolier Interactive Inc.
rooted on sound educational principles and geared towards excellence,
the foundations for learning throughout life, the competence to engage
in work and be productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in autonomous
critical thinking, and the capacity to transform others and one’s self.

Bibliography
Books
Aquino, Gaudencio (1997).Teaching Methods, Strategies and Skills. Rex Book
Store.Manila.

Corpuz, Brenda, et al, (2006). Principles of Teaching 2, Lorimar Publishing Inc.,

Quezon City.

Corpuz, Brenda and Sanlandanan, Gloria, (2007). Principles of Teaching.

Lorimar Publishing Inc. Quezon City

Dynneson, Tomas and Gross, Richard. 1999. Designing Effective Instruction for
Secondary Social Studies. Prentice Hall. USA

Ornstein, Allan. (1990). Strategies for Effective Teaching. Harper Collins Pub.,
New York.

Marie Fe Dizon- de Guzman, Ed. D.

Associate Professor V