EGED 107- TEACHING SOCIAL STUDIES IN THE INTERMEDIATE GRADES

MODULE 3
Planning for Effective Teaching

Lesson 1 Lesson Planning for

Effective Teaching

Lesson 2 Bloom’s Taxonomy of

Learning

Lesson 3 Behavioural Objectives

in Teaching Social Studies
 MODULE 3

PLANNING FOR EFFECTIVE TEACHING

 INTRODUCTION

This module enables to introduce, understand and apply planning for

effective teaching. It will introduce the different formats of lesson planning.
It is expected that the content lessons on this module will enable you to gain
knowledge and skills in teaching Social Studies.

OBJECTIVES
After studying the module, you should be able to:
1. Define and differentiate the different parts of the lesson plan;
2. Familiarize with the different formats and parts of lesson plan;
3. Familiarize with the different behavioural objectives used in
Araling Panlipunan.

 DIRECTIONS/ MODULE ORGANIZER

There are three lessons in the module. Read each lesson carefully then
answer the exercises/activities to find out how much you have benefited
from it. Work on these exercises carefully and submit your output to your
subject professor.
In case you encounter difficulty, discuss this with your subject
professor during the scheduled face-to-face meeting.
Good luck and happy reading!!!
 Lesson 1

Lesson Planning For Effective

 Teaching

A lesson plan is the instructor’s road map of what students need to learn and how
it will be done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning.
Having a carefully constructed lesson plan for each 3-hour lesson allows you to
enter the classroom with more confidence and maximizes your chance of having a
meaningful learning experience with your students.
A successful lesson plan addresses and integrates three key components:

 Learning Objectives
 Learning activities
 Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals,
learning objectives, and means to accomplish them, and is by no means exhaustive.
A productive lesson is not one in which everything goes exactly as planned, but one
in which both students and instructor learn from each other.

BEFORE CLASS: STEPS FOR PREPARING A LESSON PLAN

Listed below are 6 steps for preparing your lesson plan before your class.
 1. Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning
objectives for the lesson. A learning objective describes what the learner will
know or be able to do after the learning experience rather than what the
learner will be exposed to during the instruction (i.e. topics). Typically, it is
written in a language that is easily understood by students and clearly related
to the program learning outcomes. The table below contains the
characteristics of clear learning objectives:

Characteristic Description
Clearly stated Free from jargon
tasks and complex
vocabulary; describe
specific and
achievable tasks
(such as ‘describe’,
‘analyse’ or
‘evaluate’) NOT
vague tasks (like
‘appreciate’,
‘understand’ or
‘explore’).
Important Describe the
learning goals essential (rather
than trivial) learning
in the course which a
student must
achieve.
Achievable Can be achieved
within the given
period and sufficient
resources are
available.
Demonstrable Can be
and measurable demonstrated in a
tangible way; are
assessable;
achievement and
quality of
achievement can be
observed.
Fair and All students,
equitable including those with
disabilities or
constraints, have a
 fair chance of
achieving them.
Linked to Consider the
course and broader goals - i.e.
program course, program and
objectives institutional goals.
 The Bloom’s Revised Taxonomy of Educational Objectives is a useful resource for crafting learning objectives that are
demonstrable and measurable.

2. Plan the specific learning activities

When planning learning activities you should consider the types of activities students will need to engage in, in order to develop
the skills and knowledge required to demonstrate effective learning in the course. Learning activities should be directly
related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and
gain feedback on specific progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each. Build in time for extended explanation
or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that
check for understanding. Some questions to think about as you design the learning activities you will use are:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help students understand the topic?
 What will students need to do to help them understand the topic better?
Many activities can be used to engage learners. The activity types (i.e. what the student is doing) and
their examples provided below are by no means an exhaustive list, but will help you in thinking through
how best to design and deliver high impact learning experiences for your students in a typical lesson.

Activity Type Learning Description

Activity
Interaction with content Drill and Problem/task is
practice presented to
Students are more likely students where
to retain information they are asked
presented in these ways if to provide the
they are asked to interact answer; may be
with the material in some timed or
way. untimed
Lecture Convey
concepts
verbally, often
with visual aids
(e.g.
presentation
slides)
Quiz Exercise to
assess the level
of student
understanding
and questions
can take many
forms, e.g.
multiple-choice,
short-
structured,
essay etc.
Student Oral report
presentation where students
share their
research on a
topic and take
on a position
and/or role
Interaction with digital Game Goal-oriented
content exercise that
encourages
Students experiment with collaboration
decision making, and and/or
visualise the effects competition
and/or consequences in within a
virtual environments controlled
virtual
environment
Simulation Replica or
representation
of a real-world
phenomenon
that enables
relationships,
contexts, and
concepts to be
studied
Interaction with others Debate Verbal activity
in which two or
Peer relationships, more differing
informal support viewpoints on a
structures, and teacher- subject are
student presented and
interactions/relationships argued
Discussion Formal/informal
conversation on
a given
 topic/question
where the
instructor
facilitates
student sharing
of responses to
the questions,
and building
upon those
responses
Feedback Information
provided by the
instructor
and/or peer(s)
regarding
aspects of one’s
performance or
understanding
Guest Feelings,
Speaker thoughts, ideas
and experiences
specific to a
given topic are
shared by an
invited
presenter
Problem solving and Case Study Detailed story
Critical thinking (true or
fictional) that
Presenting students with students analyse
a problem, scenario, case, in detail to
challenge or design issue, identify the
which they are then asked underlying
to address or deal with principles,
provides students with practices, or
opportunities to think lessons it
about or use knowledge contains
and information in new Concept Graphical
and different ways Mapping representation
of related
information in
which common
or shared
concepts are
linked together
Real-world Planned set of
projects interrelated
tasks to be
executed over a
fixed period and
within certain
cost and other
limitations,
either
individually or
collaboratively
Reflection Reflection Written records
journal of students’
 The process of reflection intellectual and
starts with the student emotional
thinking about what they reactions to a
already know and have given topic on a
experienced in relation to regular basis
the topic being (e.g. weekly
explored/learnt. This is after each
followed by analysis of lesson)
why the student thinks
about the topic in the way
they do, and what
assumptions, attitudes
and beliefs they have
about, and bring to
learning about the topic.

It is important that each learning activity in the lesson must be (1) aligned to the lesson’s learning objectives, (2) meaningfully
engage students in active, constructive, authentic, and collaborative ways, and (3) useful where the student is able to take
what they have learnt from engaging with the activity and use it in another context, or for another purpose.
 3. Plan to assess student understanding
Assessments (e.g., tests, papers, problem sets, performances)
provide opportunities for students to demonstrate and practice the
knowledge and skills articulated in the learning objectives, and for
instructors to offer targeted feedback that can guide further learning.
Planning for assessment allows you to find out whether your students
are learning. It involves making decisions about:
 the number and type of assessment tasks that will best enable students
to demonstrate learning objectives for the lesson
o Examples of different assessments
o Formative and/or summative
 the criteria and standards that will be used to make assessment
judgements
o Rubrics
 student roles in the assessment process
o Self-assessment
o Peer assessment
 the weighting of individual assessment tasks and the method by which
individual task judgements will be combined into a final grade for the
course
o information about how various tasks are to be weighted and
combined into an overall grade must be provided to students
 the provision of feedback
o giving feedback to students on how to improve their learning,
as well as giving feedback to instructors how to refine their
teaching

4. Plan to sequence the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction,
which is useful for planning the sequence of your lesson. Using Gagne’s 9
events in conjunction with Bloom’s Revised Taxonomy of Educational
Objectives aids in designing engaging and meaningful instruction.
1. Gain attention: Obtain students’ attention so that they will watch and listen
while the instructor presents the learning content.
o Present a story or a problem to be solved
o Utilize ice breaker activities, current news and events, case studies,
YouTube videos, and so on. The objective is to quickly grab student
attention and interest in the topic
o Utilize technologies such as clickers, and surveys to ask leading
questions prior to lecture, survey opinion, or gain a response to a
controversial question
2. Inform learner of objectives: Allow students to organize their thoughts
regarding what they are about to see, hear, and/or do.
o Include learning objectives in lecture slides, the syllabus, and in
instructions for activities, projects and papers
o Describe required performance
o Describe criteria for standard performance
3. Stimulate recall of prior knowledge:
o Help students make sense of new information by relating it to
something they already know or something they have already
experienced.
o Recall events from previous lecture, integrate results of activities into
the current topic, and/or relate previous information to the current
topic
o Ask students about their understanding of previous concepts
4. Present new content: Utilise a variety of methods including lecture,
readings, activities, projects, multimedia, and others.
o Sequence and chunk the information to avoid cognitive overload
 o Blend the information to aid in information recall
o Bloom's Revised Taxonomy can be used to help sequence the lesson by
helping you chunk them into levels of difficulty.
5. Provide guidance: Advise students of strategies to aid them in learning
content and of resources available. With learning guidance, the rate of
learning increases because students are less likely to lose time or become
frustrated by basing performance on incorrect facts or poorly understood
concepts.
o Provide instructional support as needed – as scaffolds (cues, hints,
prompts) which can be removed after the student learns the task or
content
o Model varied learning strategies – mnemonics, concept mapping, role
playing, visualizing
o Use examples and non-examples
To find out more about scaffolding student learning,
click here
6. Practice: Allow students to apply knowledge and skills learned.
o Allow students to apply knowledge in group or individual activities
o Ask deep-learning questions, make reference to what students already
know or have students collaborate with their peers
o Ask students to recite, revisit, or reiterate information they have
learned
o Facilitate student elaborations – ask students to elaborate or explain
details and provide more complexity to their responses
7. Provide feedback: Provide immediate feedback of students’ performance to
assess and facilitate learning.
o Consider using group / class level feedback (highlighting common
errors, give examples or models of target performance, show students
what you do not want)
o Consider implementing peer feedback
o Require students to specify how they used feedback in subsequent
works
8. Assess performance: To evaluate the effectiveness of the instructional
events, test to see if the expected learning outcomes have been achieved.
Performance should be based on previously stated objectives.
o Utilise a variety of assessment methods including exams/quizzes,
written assignments, projects, and so on.
9. Enhance retention and transfer: Allow students to apply information to
personal contexts. This increases retention by personalising information.
o Provide opportunities for students to relate course work to their
personal experiences
o Provide additional practice

5. Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to
the two or three key concepts, ideas, or skills you want students to learn in
the lesson. Your list of prioritized learning objectives will help you make
 decisions on the spot and adjust your lesson plan as needed. Here are some
strategies for creating a realistic timeline:

 Estimate how much time each of the activities will take, then plan
some extra time for each
 When you prepare your lesson plan, next to each activity indicate how
much time you expect it will take
 Plan a few minutes at the end of class to answer any remaining
questions and to sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and
focus on what seems to be more productive rather than sticking to
your original plan

6. Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning.
Lesson closure is useful for both instructors and students.
You can use closure to:

 Check for student understanding and inform subsequent instruction

(adjust your teaching accordingly)
 Emphasise key information
 Tie up loose ends
 Correct students’ misunderstandings
 Preview upcoming topics
Your students will find your closure helpful for:

 Summarizing, reviewing, and demonstrating their understanding of

major points
 Consolidating and internalising key information
 Linking lesson ideas to a conceptual framework and/or previously-
learned knowledge
 Transferring ideas to new situations
There are several ways in which you can put a closure to the lesson:

 state the main points yourself (“Today we talked about…”)

 ask a student to help you summarize them
 ask all students to write down on a piece of paper what they think
were the main points of the lesson
DURING THE CLASS: PRESENTING YOUR LESSON PLAN
Letting your students know what they will be learning and doing in class
will help keep them more engaged and on track. Providing a meaningful
organisation of the class time can help students not only remember better,
but also follow your presentation and understand the rationale behind the
planned learning activities. You can share your lesson plan by writing a brief
agenda on the whiteboard or telling students explicitly what they will be
learning and doing in class.
 AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN
Take a few minutes after each class to reflect on what worked well and why,
and what you could have done differently. Identifying successful and less
successful organization of class time and activities would make it easier to
adjust to the contingencies of the classroom. If needed, revise the lesson
plan.

Types of lesson Plan

There are several types of Lesson plan the following:
 Detailed lesson plan
 Semi-detailed lesson plan
 Understanding by Design (UbD)

Detailed Lesson plan  It provides mastery of what to teach, and

gives the teacher the confidence when teaching. In this plan, both
teacher’s and students’ activities are presented.

Semi-detailed Lesson Plan  A semi-detailed lesson plan is less

intricate than the detailed lesson plan. It is having a general game
plan of what you wanted to cover for that subject on that particular
day.

Parts of Lesson Plan  There are five parts of detailed and semi-
detailed lesson plans:  Objectives  Subject matter  Procedure 
Evaluation  Assignment

Objectives  The first thing a teacher does is create an objective, a

statement of purpose for the whole lesson. An objective statement
itself should answer what students will be able to do by the end of
the lesson.  The objective drives the whole lesson, it is the reason
the lesson exists. Care is taken when creating the objective for each
day’s lesson, as it will determine the activities the students engage
in.

Subject matter  Subject matter or specific topic includes sources of

information, e.g., textbooks and library references.
 The subject matter includes the following:  Topic – particular
lesson  Reference/s – usually from the book and internet websites.
 Materials – refer to objects or tools that serve as instructional aids
for particular subject.

Procedure  The procedure is the body of your lesson plan, the ways
in which you'll share information with students and the methods
you'll use to help them assume a measure of mastery of that
material.

 In detailed lesson plan, the expected routines, lesson proper,

activities are presented. Questions and answers are written.
  In semi-detailed lesson plan has only contains procedures or steps
to be used in the lesson proper.

Evaluation  It can take the form of formative test consisting of a 10-

item multiple choice questions after the day’s lesson to determine
the mastery of learning, e.g., 95% of the class got 100% correct
answers.

Assignment  It includes questions, exercises, and/or a set of

practice specified by the teacher. In order to succeed in discussing
the assignment for the following day, a teacher give focused/specific
questions for students to answer.
Understanding by Design (UbD)  It is a framework for improving
student achievement through standards-driven curriculum
development, instructional design, assessment and professional
development ( Wiggins & McTighe, 2006)  The emphasis of UbD is on
"backward design", the practice of looking at the outcomes in order
to design curriculum units, performance assessments, and classroom
instruction

Parts of Understanding by Design (UbD)

There are three stages of Understanding by Design or UbD:
 Stage 1 - Desired results
 Stage 2 – Assessment Evidence
 Stage 3 – Learning Plan

STAGE 1 : Desired Results  There are five parts in the stage 1: 

Establish Goals  Understandings  Essential Questions  Students
will know…  Students will able to…

STAGE 2 : Assessment Evidence  There are two parts in the stage 2:

 Performance tasks  Other Evidence

STAGE 3 : Learning Plan  This part include the Learning activities.

Bibliography
1. Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M.
(2010). How learning works: 7 research-based principles for smart
teaching. San Francisco, CA: Jossey Bass.
2. EDUCAUSE (2005). Potential Learning Activities. Retrieved April 7
2017, from EDUCAUSE
website: https://net.educause.edu/ir/library/pdf/NLI0547B.pdf.
3. Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA
Center. Retrieved from http://ideaedu.org/wp-
content/uploads/2014/11/Idea_Paper_42.pdf.
4. Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005).
Principles of Instructional Design (5th edition). California: Wadsworth.
5. Gredler, M. E. (2004). Games and simulations and their relationships
to learning. In D. H. Jonassen (Ed.), Handbook of research for
educational communications and technology (2nd ed., pp. 571-82).
Mahwah, NJ: Lawrence Erlbaum Associates.
6. Richardson, J.C., & Swan. K. (2003). Examining social presence in
online courses in relation to students' perceived learning and
satisfaction. Journal of Asynchronous Learning Networks 7(1), 68-88.
7. Schuell, T.J. (1986). Cognitive conceptions of learning. Review of
Educational Research, 56, 411-436.
 EGED 107- Teaching Social Studies in the Intermediate Grades

Lesson 2

Bloom’s Taxonomy of Learning

What is Bloom’s Taxonomy?

Benjamin Bloom (1931–1999) was an American educational psychologist. By focusing

on the mastery of learning, his ideas developed into what is known as Bloom’s
Taxonomy.

Bloom’s Taxonomy is a hierarchy of learning objectives. It’s original purpose was to

give educators a common language to talk about curriculum design and assessment.
Today, it’s used by teachers all around the world.

Bloom’s Taxonomy consists of three domains that reflect the types of learning we all
do. Each domain has different levels of learning, ordered from the simplest to the most
complex and associated with relevant action verbs.

 The cognitive domain: thinking and experiencing

 The affective domain: emotion and feeling
 The psychomotor domain: practical and physical

Bloom’s Taxonomy is a useful tool for teachers in the planning process. I often have
a Bloom’s poster in front of me for lesson planning and for finding the right verbs for
learning intentions or objectives.

What is learning in the cognitive domain?

The cognitive domain is all about knowledge and mental skills. As you move up the
levels, the thinking skills become more sophisticated.

Benjamin Bloom and David Krathwohl described the original cognitive domain in 1956.
But a lot has changed since then!

Since 1956, Bloom and his team of researchers have had a few criticisms of the
original model. Advances in cognitive psychology prompted Lorin Anderson and David
Krathwohl to publish a new version of the cognitive domain in 2001.

So let’s look at the levels and action verbs in a little more detail.

1. Remembering: recall facts and basic concepts

Define, identify, describe, recognise, tell, explain, recite, memorise, illustrate,
state, match, select, examine, locate, recite, enumerate, record, list, quote, label
2. Understanding: explain ideas and concepts
Summarise, interpret, classify, compare, contrast, infer, relate, extract, discuss,
distinguish, predict, indicate, inquire, associate, explore, convert
3. Applying: use information in new situations
Solve, change, relate, complete, use, sketch, teach, articulate, discover, transfer,
show, demonstrate, involve, produce, report, act, respond, prepare, manipulate
4. Analysing: make connections between ideas
Contrast, connect, relate, devise, correlate, illustrate, conclude, categorise, take
apart, problem-solve, deduce, conclude, devise, subdivide, calculate, order, adapt
 EGED 107- Teaching Social Studies in the Intermediate Grades

5. Evaluating: justify a decision

Criticise, reframe, judge, defend, appraise, value, prioritise, plan, reframe, revise,
refine, argue, support, evolve, decide, re-design
6. Creating: produce new or original work
Design, modify, role-play, develop, rewrite, pivot, modify, collaborate, invent,
write, formulate, imagine

What is learning in the affective domain?

If the cognitive domain focuses on the mind, then the affective domain is all about the
heart.

Learning in the affective domain describes the way people react emotionally and their
ability to feel others’ pain or joy. It’s all about the awareness and growth in attitudes,
emotion and feelings.

Although the affective domain is part of what we call Bloom’s Taxonomy, it wasn’t
described by Benjamin Bloom. The affective domain was categorised by Bloom’s
collaborator David Krathwohl in 1964.

So, let’s take a look at how the affective domain describes emotional growth along with
the action verbs for each level.

1. Receiving: paying attention in a passive way

Ask, choose, describe, follow, give, hold, identify, locate, name, point to, select,
sit, reply, use
2. Responding: active participation
Answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice,
present, read, recite, report, select, tell, write
3. Valuing: attaching value to learning
Complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join,
justify, propose, read, report, select, share, study, work
4. Organisation: comparing, relating and elaborating
Adhere, alter, arrange, combine, compare, complete, defend, explain, formulate,
generalise, modify, order, organise, prepare, relate, synthesise
5. Characterisation: building abstract knowledge of their own
Act, discriminate, display, influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify

What is learning in the psychomotor domain?

So far the domains have covered thinking and feeling, the psychomotor domain is the
final piece of Bloom’s puzzle — physical skills.

The psychomotor domain is action-based and basically it means to change or develop

in behaviour or skills. It describes how learning a physical skill begins with observation
and progresses to mastery.

Bloom and his research team didn’t complete any work on the psychomotor domain. It
was developed much later in the early 1970s. A number of different researchers have
suggested different taxonomies to describe how skills and coordination develop.

The model here is the taxonomy developed by Elizabeth Simpson in 1972 which
describes how physical skills develop.
 EGED 107- Teaching Social Studies in the Intermediate Grades

1. Perception: sensing cues for motor activity

Choose, describe, detect, distinguish, identify, isolate, relate, select
2. Set: readiness to act
Begin, display, explain, move, proceed, react, show, state, volunteer
3. Guided response: imitation and then trial and error practice
Copy, trace, follow, react, reproduce, respond
4. Mechanism: the growth of a habit and greater confidence
Assemble, construct, dismantle, display, manipulate, measure, organise, sketch
5. Complex overt response: skilful performance and proficiency
Assemble, construct, dismantle, display, manipulate, measure, organise, sketch
(the verbs are the same as mechanism but will have adverbs or adjectives that
indicate that the performance is quicker, better, or more accurate)
6. Adaption: the ability to develop and modify these skills
Adapt, alter, change, rearrange, reorganise, revise, vary
7. Origination: the ability to create new movement patterns with the new skills
Arrange, build, combine, compose, construct, create, design, initiate, make,
originate

How to apply Bloom’s Taxonomy in your classroom

Building on earlier research by Piaget and Vygotsky, Bloom’s work suggests that thinking
skills develop through cognitive challenge. So, how can you use Bloom’s Taxonomy to
develop this in your teaching?

Use the action verbs to inform your learning intentions

There are lots of different graphics that combine all the domains and action verbs into one
visual prompt. Once you’ve found your favourite, keep it handy! Use it to be deliberate
about where you are pitching lessons and avoid falling into the trap of using the same old
learning objective verbs all the time.

Use Bloom-style questions to prompt deeper thinking

The questions we use can have a massive impact on learners in making connections,
moving their thinking to another level and developing cognitively.

A remembering-type question could be “how many?” Analysing requires a question which

prompts further thought, such as “what is the underlying theme?” To inspire more creative
thought, you could ask “what would happen if?” or “how many ways can you?”

Use Bloom’s Taxonomy to differentiate your lessons

Use your verbs resource and your questions resource to help you differentiate your
lessons. You can apply higher-order thinking skills and verbs in class discussions. Or
provide an extra challenge for early finishers and develop depth for those advanced
learners who are ready to go further.

Bloom’s three domains remind us that learning isn’t a detached intellectual process but
the sum of what we are understanding, feeling, and actively practicing.

Think about which of your current learners are struggling emotionally and can only
passively receive what you are teaching? Who could do with some critical, thought-
provoking questions to encourage their enthusiasm for learning? Which questions could
promote cognitive development in your struggling learners? I’m sure names and faces
will spring to mind.
EGED 107- Teaching Social Studies in the Intermediate Grades

References
Anderson, L.W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group)

Bloom, B.S. and Krathwohl, D.R. (1956) Taxonomy of Educational Objectives: The
Classification of Educational Goals, by a committee of college and university
examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

Simpson, E.J. (1972) The Classification of Educational Objectives in the Psychomotor

Domain. DC: Gryphon House
 EGED 107- Teaching Social Studies in the Intermediate Grades

Lesson 3

Behavioural Objectives in
Teaching Social Studies

TALAAN NG MGA LAYUNING PANGKAUGALIAN (List of Behavioral Objectives)

I. PANGKABATIRAN (COGNITIVE)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
a. Mga layuning pangkabatiran (Knowledge Objectives)
1. Nakakagunita, nakakilala ng mga datos at paglalahat na nauugnay sa… (recall,
recognize data, concepts and generalizations related to…)
2. Nakahihinuha… (deduce that…)
3. Nakakikilala… (identify or recognize…)
4. Nasasabi ang pagkakaiba ng (tell the difference between…)
b. Mga layuning ukol sa pagsisiyasat at kasanayan (Inquiry and Skills Objectives)
1. Nakapagliliwanag kung paano… (explain how…)
2. Nakapaglalarawan at nakapaghahambing (describe and compare…)
3. Nakapagpapakita ng paraan kung paano (demonstrate how…)
4. Nakakakilala ng pagkakaiba… sa… (demonstrate…from…)
5. Naisasalang-alang at nagagamit (consider and use…)
6. Maingat na nakapagbabalak at… (plan carefully and…)
7. Nakapag-iisip ng iba’t-ibang paraan… (conceive varied ways of…)
8. Nakapagbubuo ng mabisa ng… (formulate effectively…)
9. Nakapagbibigay ng mga katibayan o mga patunay ng… (give evidences or proofs
of…)
10. Napagtitimbang-timbang ang katumpakan ng… (weigh the validity of…)
11. Nakakagamit ng iba’t-ibang… (use of variety of…)
12. Nakahahanap, nakakatipon, nakapagbibigay halaga, nakapaglalago at nakapag-
uulat…
(locate, gather, appraise, summarize and report…)
13. Nababasa ng masusi ang kagamitang… (read…material critically…

b. Mga layuning ukol sa pagsisiyasat at kasanayan (Inquiry and Skills Objectives)

1 Nakapagliliwanag kung paano… (explain how…)
2.Nakapaglalarawan at nakapaghahambing (describe and compare…)
3.Nakapagpapakita ng paraan kung paano (demonstrate how…)
4. Nakakakilala ng pagkakaiba… sa… (demonstrate…from…)
5. Naisasalang-alang at nagagamit (consider and use…)
6. Maingat na nakapagbabalak at… (plan carefully and…)
7. Nakapag-iisip ng iba’t-ibang paraan… (conceive varied ways of…)
8. Nakapagbubuo ng mabisa ng… (formulate effectively…)
9. Nakapagbibigay ng mga katibayan o mga patunay ng… (give evidences or proofs
of…)
10. Napagtitimbang-timbang ang katumpakan ng… (weigh the validity of…)
11. Nakakagamit ng iba’t-ibang… (use of variety of…)
12. Nakahahanap, nakakatipon, nakapagbibigay halaga, nakapaglalago at nakapag-
uulat… (locate, gather, appraise, summarize and report…)
13. Nababasa ng masusi ang kagamitang… (read…material critically…)
14. Nakapaghahambing, nakapagbibigay kahulugan at nakapagbubuod… (compare,
interpret and abstract…)
15. Nakapaghihinuha buhat sa mga nakukuhang katibayan pantulong na… (conclude
from available supporting evidences that…)
EGED 107- Teaching Social Studies in the Intermediate Grades

16. Nakapagpapahayag ng mga kaisipan ng mabisa sa… (express ideas effectively

in…)
17. Nakabubuo ng mga kagamitan buhat sa ilang mapagkukunan gaya ng…
(organize materials from several sources as…)
18. Nabibigyang pansin ang pagkakasunod-sunod ng mga pangyayari… (note
consequences of events…)
19. Nakapagsisiyasat nang masusi… (examine critically…)
20. Nakagugunita ng mga karanasang may kinalaman sa… (recall experiences pertinent
to…)
21. Nakapapapahayag ng… nang maliwanag… (state…clearly..)
22. Naisaalang-alang ang lahat ng panig/bahagi ng… (consider every aspect of…)
23. Nakapipili ng mga kagamitang may kaugnayan sa… (select materials relevant to…)
24. Nakapag-uuri ng… (classify…) Nakapagsusuri… (analyze…)
25. Nakikita ang pagkakaiba ng… sa… (differentiate…from…)
26. Nabibigyang kahulugan ang… nang maliwanagan… (define… clearly…)
27. Nahihinuha o napaghuhulo… (infer or deduce…)
28. Napag-uugnay… (correlate…)
29. Nakapagsasaayos or naisasaayos… (arrange…)
30. Natatalakay ng buong talino… (discuss… intelligently…)
31. Nakapagtutunay/Napananatili… (establish…)
32. Nabibigyang-diin na… (emphasize that…)
33. Nahuhulaan na… (predict that…)
34. Natutukoy/Natitiyak… (specify…)
35. Nakapagmamasig ng masusi… (observe carefully…)
36. Nakapagtatalang tumpak… (record accurately…)
37. Naabot/Natatamo… (attain…)
38. Nasisiyasat na mabuti… (examine carefully…)
39. Nakapagpapalaganap/Napalalaganap… (disseminate…)

PANDAMDAMIN (MGA SALOOBIN, PAGPAPAHALAGA, MITHIIN AT KAWILIHAN)/

COGNITVE (ATTITUDES, APPRECIATION, IDEALS AND INTERESTS)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
1. Naisasabalikat ang pananagutan para sa… (assume responsibility for…)
2. Nakakagamit ng… nang matino at mabisa (utilize… wisely and effectively)
3. Mahigpit na nakapagmamasid… (observe… strictly…)
4. Nakapapakinig ng masusi at may layunin… (listen critically and purposively…)
5. Nakalalahok ng masigla sa… (participate actively in…)
6. Naipagpapatuloy ang kawilihan sa… (sustain interest in…)
7. Nakibabahagi… sa… (share… with…)
8. Nagpapaubaya/Nagpaparaya… (tolerate…)
9. Pumapayag na… (tolerate…)
10. Tumatanggap/Kumikilala… (accept…)
11. Nakasusunod sa… (comply with…)
12. Nakatatamo ng kasiyahan sa… (find pleasure in…)
13. Nakapagpapasaya ng tumpak… (form sound judgment…)
14. Nagbibigay-pitagan… (venerate…) Napipigil… (control…)
15. Napagtitimbang… (equalize…)
16. Napapahalagahan/Nakapagpapahalaga… (appreciate…)
17. Humahanga/Nasisiyahan… (appreciate…)
18. Nasusunod/Nakasusunod… (follow…)
19. Naibabagay/Naiaangkop… (adjust to…)
20. Pahalagahan/Napahahalagahan… (value...)
21. Nasisiyahan/Nabibigyang kasiyahan… (satisfy…)
22. Napapanatili/Naninindigan… (maintain…)
23. Nadadalaw… (visit…)
EGED 107- Teaching Social Studies in the Intermediate Grades

24. Humahanga sa… (admire…)

25. Naibabagay ang sarili sa… (adjusts to…)
26. Nakapangangalaga/Napangagalagaan… (conserve…)
27. Nakapagmamalas ng paggalang sa… (show respect for…)
28. Nakapagsisimula ng proyektong kapaki-pakinabang… (initiate worthwhile
projects…)
29. Alalahanin/Gunitain… (commemorate…)
30. Napalalakas/Napagtitibay… (strengthen…)
31. Napasisidhi/Napatitindi… (intensify…)
32. Napatatalas/Napatatalim… (sharpen…)
33. Nakapagsisikap ng higit sa… (exert more effort in…)
34. Nakalilikha/Nakapagbibigay… (generate…)

SAYKOMOTOR/PAG-UUGNAY NG KAISIPAN AT KILOS/PANGKASANAYAN

(PSYCHOMOTOR/MANIPULATIVE)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
1. Nakayayari/Nakabubuo… (construct..)
2. Nakagagawa/Nakatatayo… (build…)
3. Nakahahawak/Nakagagawa… (manipulate…)
4. Nakagagamit ng… (make use of…)
5. Nakagagawa/Nakagaganap…( perform…)
6. Nakasusukat… (measure…)
7. Nakahahawak… (handle…)
8. Naisasakatuparan/Naisasagawa… (execute…)
9. Napagkakabit/Nakapaglalagay… (install…)
10. Nakasisipi/Nakakakopya… (copy…)
11. Nakapagpapaandar/Nakapagpapalakad… (operate…)
12. Nakapagdudugtong/Nakakapag-uugnay-ugnay… (connect…)
13. Nakagagawa ng pagsubok sa…/Nakakapag-eksperimento sa… (experiment on…)
14. Makapagtipon (makapag-ipon, makapagkabit-kabit, makapagbuo) ng… (assemble…)
 EGED 107- Teaching Social Studies in the Intermediate Grades

 MODULE SUMMARY

A lesson plan is the instructor’s road map of what students need to learn and
how it will be done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning. Having a
carefully constructed lesson plan for each 3-hour lesson allows you to enter the classroom
with more confidence and maximizes your chance of having a meaningful learning experience
with your students.

A successful lesson plan addresses and integrates three key components:

 Learning Objectives
 Learning activities

 Assessment to check for student understanding

There are behavioural objectives to be used in Teaching Social Studies. These

are based on Bloom’s Taxonomy of Learning

Congratulations! You have just studied Module 3. I know you are ready to
evaluate how much you have benefited from your reading by answering the
summative test. Good Luck!!!
EGED 107- Teaching Social Studies in the Intermediate Grades

 SUMMATIVE TEST
Let us have your understanding tested.

Directions: Read and analyze the following questions. Your answers will be evaluated
through the plagiarism checker and the rubric.

Part I.
Prepare 3 lesson plans in teaching Social Studies- (1 for Grade 4, 1 for Grade 5 and
1 for Grade 6) (50 points each)

Part II.
Answer the questions briefly.
1. Why do we need to plan before implementing our lesson in class? (10 points)
2. What is/ are the difference of the three learning domains?
3. What is the most important and least important among the 3 learning domains?
Why?
EGED 107- Teaching Social Studies in the Intermediate Grades

REFERENCES

Approaches, strategies and techniques in Teaching Social Studies.

https://teflpedia.com/Approach,_method_and_strategy#:~:text=Approac
hes%20deal%20with%20general%20philosophies,Strategies%20deal%20with
%20specific%20actions.&text=It%20also%20seems%20highly%20probable,wi
ll%20not%20work%20for%20another.

Connecticut State Department of Education, Division of Teaching and

Learning, Social Studies Curriculum Framework, (USA: Connecticut State
Department of Education, 1998)

Council for the Welfare of Children, The Filipino Child of the Millennium:
National Plan of Action for Child 2005-2010, (Quezon City: Council for the
Welfare of Children, 2005)

Department of Education, New Elementary School Curriculum (NESC): Program for

Decentralized Education Development, (Manila: Department of Education, 1982)

DepED Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12
Basic Education Program)

Gacelo, Esther (2012). Principles of Teaching l. Pub. ISBN 978-971-9924-82-1

Gonzalez, Minerva, et.al. (1989) Teaching Strategies in the Social Sciences for
Elementary Grades. KATHA Pub. co., ISBN: 971-150-076-
Olivia Caoili, The Social Sciences in the Philippines: a Retrospective View, in L.
Samson and C. Jimenez. Eds. First national social science congress: toward
excellence in social science in the Philippines, (Quezon City: University of the
Philippines Press, 1983)

Ulit, Enriqueta, et.al. (1995) teaching Elementary School Subjects. REX

Bookstore, ISBN:971-23-1699-8