1-14 Reporters Compiled

1 Republic of the Philippines
MINDANAO STATE UNIVERSITY
COLLEGE OF EDUCATION
Marawi City
Lesson 6 THINGS TO CONSIDER IN PLANNING INSTRUCTION
Reporters: Bent Abdulcader, Romaisah M.

Pananggolo, Isnihayah C.
SUBJECT/SECTION: GED103-Bb
OBJECTIVES
• Discuss the different things that should be considered in planning instruction and explain
their importance.
• Differentiate declarative and procedural knowledge and give examples that are found in
the elementary social studies curriculum.
• Write instructional objectives in elementary social studies that adhere to Bloom’s
Taxonomy of the Cognitive Domain.
• Incorporate differentiation in planning a social studies activity.
• Reflect on one’s technological pedagogical content knowledge (TPACK)
INTRODUCTION
In this lesson, we will continue to compare instructional planning to planning your vacation. In
planning a trip to an Island, you and your friends need to take many things into consideration. You
have to check weather for the duration of your stay since it will determine the clothes you will
wear and the things you will bring. You also need to take into account your and your friends’
interests which will ultimately decide your activities. Your length of stay is also a crucial element
because you have to schedule your activities accordingly if you want to maximize your stay on the
island.
The same thing can be said about instructional planning. There are many things that you have to
consider in order to deliver a successful unit or lesson. In this chapter, you will learn six of these
things ― content, objectives, classroom environment, materials, students, and teacher. All of
these elements are crucial in planning for effective instruction.
1. CONTENT
Basically, teachers need to know what they will teach in order to effectively prepare their lesson.
In taking about content, it is important to distinguish between two types of knowledge: declarative
and procedural.
2. OBJECTIVES
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An objective is a specific statement of a learning outcome. It describes what we want our students
to do and how we will know if they are already there. Taking into account the objectives of the
lesson is important because these statements are vital in assessing student learning and evaluating
the effectiveness of instruction. Standards are more general outcome statements that can be
achieved in weeks, quarters, year, or years.
Classroom Environment
Creating a positive classroom environment is key to effective teaching and learning.

In establishing the classroom rules and routines, Price and Nelson (2014) suggested the
following guidelines:
Develop and evaluate them with students;
Keep rules few in number so everyone can remember them;
Post them;
Refer them often;
Support students in following them
Teach the students what each rule means
Acknowledge students for following them and;
Enforce them consistently.
Materials
Any item, tool or piece of equipment used to support the lesson before, during or after
instruction. - Schoenfeldt and Salsbury (2009)
Here are a number of practical considerations in the use of instructional materials:
Materials should be ready to used and located nearby before beginning the instruction.
Every student should have an equal chance to see and / or access the materials.
Teachers should preview the materials in order to explain difficult terms to students, anticipate
misconception, answer queries, and make meaningful connections.
Materials should be age- appropriate, culturally responsive, and gender sensitive.
Students
The student is the heart of learning process. As such, they should be given utmost consideration
in instructional planning.
Teachers should take into account the following in learning process:
Student Readiness- this refers to the ability level of a student in relation to agiven topic and skill.
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Student Interest- this is considered as a powerful motivator to engage students in the learning
process.
Intelligence Preference or Learning Style- this refers to the different cognitive inclinations that a
person has for learning.
Teachers
According to Mishra and Koehler (2006), a teachers knowledge is comprised of three

components, content knowledge, pedagogical knowledge, and technological knowledge.
Content knowledge - refers to the teacher's knowledge about the subject matter that will be
taught.
Pedagogical knowledge- refers to the teacher's knowledge about the process of teaching and
learning.
Technological knowledge- is the teacher's knowledge of and ability to use technological tools
and associated resources.
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Instructional models in social studies

Objectives
• Define an instructional model and explain its importance in instructional planning.

• Compare and contrast the different instructional models for social studies.
• Explain the procedures for each instructional model and apply it to the elementary social studies
curriculum.
• Write a unit or lesson plan in elementary Social Studies that adheres to one
instructional model.
Introduction
In instructional planning, teachers also make decisions as to how best learning goals
can be achieved. They have to take into account how they approach a given unit or
lesson so that it will be easily understood by the students. They also need to come up
with a set of activities that will ensure student motivation and participation. By doing
these things, teachers subscribe to an instructional model in planning.
Instructional model
An instructional model serves as a general framework for the process of learning. Teachers adhere
to an instructional model when they write their unit or lesson It is
comprised of a variety of teaching strategies and a set of step-by-step procedures
that should be done to achieve the instructional goals.
Direct Instruction Model
Morrison 2000 defined as a “highly-structured, teacher-centered strategy that capitalizes on such
behavioral techniques as modelling, feedback, and reinforcement to promote basic skills.
Hunter's Seven-Step Model that can be adopted by any grade level and subjects.
1. Anticipatory Set. The teacher motivates the students by directing their attention to the lesson.
He/she may pose a question, show a video or picture, or tell a story.
2. Objective and Purpose. The teacher states the purpose and objectives of the lesson so that
students will know what they will learn and why it is useful.
3. Input. The teacher presents the lesson content through lecture, discussion, reading, observing,
and other possible means.
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4. Modeling. The teacher, an invited resource person, or a member of the class demonstrates what
all students should be able to do.
5. Checking for Understanding. The teacher asks questions or requests demonstrations from
students to ensure that they and understood the lesson.
6. Guided Practice. Students are asked to perform individual tasks while the teacher roams around
the classroom to ensure that they are doing it correctly.
7. Independent Practice. Once all students demonstrate their knowledge, the teacher gives them
tasks which they should perform completely without the aid of the teacher.
Inquiry model
Ellis (2010) defines inquiry as an investigative process based on the examination of
evidence, often using questioning, hypothesis testing and data gathering to arrive at
an evidence-based conclusion. Inquiry models that can be used by social studies teachers. (Banks
1990)
1. Pose a question for inquiry — make sure that the question can be answered using data and
evidence.
2. Encourage students to formulate hypotheses — use observation, prior experiences and logic
to arrive at as many hypotheses as possible.
3. Gather and analyze data — be involved in the data collection process to ensure that student
will draw valid and reliable conclusion.
4. Determine whether to accept or reject the hypotheses based on the conclusion — have
students publicly present the inquiry process and their findings.
Cooperative learning model
Chapin (2013) defines cooperative learning as a popular instructional approach in
which small groups of students work together toward a common learning goal. Elements of
planning cooperative learning (Chapin 2013)
1. Objectives and task — Ensure that cooperative learning is compatible with the
objective. Come up with challenging and rewarding task that will require many skills.
2. Size of the group and the method of assigning members — experts have different opinions
on the ideal size of groups and teacher should implement heterogeneous grouping.
3. Roles — teachers should ensure that members of the group have roles to play.
4. Room arrangement and materials — group materials should also be tended by members of
the group.
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Reporters: Abolais, Sittie Ainnie Jar

Macaurog, Insheraimah M.
Course & Section: GED103-Bb
“Developing Lesson Plans in Social Studies”
General Formats of a Lesson Plan
Zarrillo (2007) classified lesson plans into two general formats: The Comprehensive Lesson
Plan and The Abbreviated Lesson Plan.
1. Comprehensive Lesson Plan

o It contains a detailed description of the steps in the teaching and learning process.
o It aids the teachers to be familiar with every part of the lesson, ensure that the teaching process
is arranged in a logical and sequential way.
o In Philippines an example of this format is the Detailed Lesson Plan (DLP) which mandated
through DepEd Order No. 42, s. 2016.
o The DLP is considered as a teacher’s roadmap for a specific lesson, containing a detailed
description of the processes he or she will do to teach a particular topic.
o Based on the said DepEd Order, the following are required to prepare DLPs:
a. Newly hired teachers without professional teaching experience. They are required to
accomplish DLPs during their first year. If they got a rating of Vert Satisfactory at the end of the
year, they will not be required to do DLPs on their second year onwards. However, a rating of
Satisfactory will mean that they must prepare DLPs until they receive a Very Satisfactory rating.
b. Teacher applicants.
c. Master teachers who will conduct demonstration teaching.
d. All teachers handling a subject integrated with new content.
2. Abbreviated Lesson Plan
o In contrast to a comprehensive lesson plan, an abbreviated lesson plan contains less detailed.
o This format is usually utilized by more experienced teachers as a substitute for
comprehensive planning, especially in lessons that do not require major preparation.
o In Philippines an example of this format is the Daily Lesson Log (DLL) which also mandated
through DepEd Order No. 42, s. 2016.
o The DLL serves as a grid template where teachers input the different parts of the lesson. The
template provided by the department of education covers a week’s worth of lessons.
Important Component of Lesson Plan
The DLP and the DLL have the same six components: Objectives, Content, Learning
Resources, Procedures, Remarks, and Reflection. The basic difference is the mode of preparation.
DLPs are prepared daily while DLLs are submitted weekly.
1. Objectives
As stated in Chapter 2, teachers may develop specific objectives for a given lesson.
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But they need to ensure that these are aligned with the content standard, performance
standards, and competency, thus the need to indicate these three in the lesson plan.
Reminders in writing objectives:
✓ SMART- Specific, Measurable, Attainable, Realistic and Time-Bounded
✓ Describes what the students should know or be able to do.
✓ Tap not only memorization and basic understanding but also critical and creative thinking.
2. Content
It states the actual topics or subject that will be discussed for the day or the following days.
3. Learning Resources
In this part, the teachers list down the references that they used in the development
of the lesson: learner’s module, teaching guide, textbooks, and other sources of the information.
The materials that will be used, such as visual aids, media equipment, and manipulatives, should
be noted so that teachers can check if everything is prepared for their lesson.
4. Procedures
It is the longest part of the lesson plan. It contains the steps and activities that will be done
to achieve the objectives. In preparation for the DLP, teachers divide the procedures portion into
three parts: Before the Lesson, During the Lesson, and After the Lesson.
a. Before the Lesson.
This includes the activities that will be done at the beginning of the lesson. In this part, teachers
may do any of the following:
i. Review of the previous lesson;
ii. Introduction of the new lesson;
iii. Presentation of the connection between the previous and the new lesson;
iv. Statement of the learning objectives.
b. During the Lesson.
As the body of the lesson, this is the main part where the new topic is
presented. Aside from direct instruction, teachers should provide various activities
that will help the students attain mastery and understanding. This ongoing process
of activities, feedback and assessment is known as Formative Assessment, which
is essential for both students and teachers to know if learning takes place. Some
examples of formative assessment are Check-up Quiz, Practice Work, Think-PairShare,
and Journal Entry.
c. After the Lesson.
This serves as the closure of the lesson. Teachers and the students wrap up the discussion by
doing any of the following:
i. Application of the lesson to real-life situations;
ii. Summary, generalizations, and conclusion and ;
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iii. Homework.
5. Remarks
In this part, teachers indicates whether they have finished the lesson or not within the given
time frame. If the lesson will be continued for the next meeting, they write specific reasons
such as re-teaching, insufficient time, class suspension, and other instances.
6. Reflection
As reflective practitioners, teachers should assess their instruction, filling out this portion
right after the delivery of the lesson. They may use the following questions as guide in their
evaluation:
a. How many learners earned 80% in the evaluation.
b. How many require additional activities for remediation? Did the remedial lesson
works? How many were able to catch up with the lesson? How many require continuous
remediation?
c. Which of my teaching strategies worked well? Why did this work?
d. What difficulties did I encounter which my principal or supervisor can help me solve?
e. What innovation or localized materials di I use/discover which I wish to share with other
teachers?
Some Tips in Developing a Lesson Plan
It will be helpful to keep these tips in mind to further improve your lesson plan:
1. Be familiar with the different instructional models in social studies. The format of your
procedures will greatly depend on the instructional model that you will use.
2. Use an outline in your lesson plan. Refrain from writing long narratives and utilize differences
in font size and types to make a reader-friendly plan.
3. Indicate the time allotment for every activity to help you manage the schedule and maximize
students' time for learning.
4. Provide clear transitions from one subtopic to another. This will aid students- in understanding
the interconnectedness of the concepts and ideas.
5. Include a variety of activities and minimize teacher talk to sustain students’ attention. Also,
every activity should be processed afterward with the students so that they will see its relevance
in the learning process.
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LECTURE-DISCUSSION
Learning Objectives:
1. Discuss lecture discussion as an instructional strategy
2. Explain how lecture-discussion is used in Elementary social studies instruction
3. Develop a lesson plan that uses lecture-discussion in elementary social studies
Unit III: Instructional Strategies for Social 1. Introduction. The teacher begins the
Studies lesson by providing a motivation activity,
presenting the objectives, and giving an
This unit contains the ten instructional overview of the topic.
strategies that can be employ in developing a
Social Studies lesson, which are the 2. Presentation of the lesson. The teacher
following: proceeds to the unfolding of the topic through
the use of question-and-answer techniques
➢ Lecture-discussion and visual organizers.
➢ Use of Graphic Organizer
➢ Inquiry-based teaching 3. Comprehension monitoring. The teacher
➢ Case study checks students' understanding through
➢ Jigsaw different strategies of formative assessment.
➢ Panel discussion
➢ Technology learning 4. Integration and closure. Students
Lecture-discussion is perhaps the most summarize the lesson by highlighting the
widely used instructional strategy across all important points, synthesizing old and new
grade levels and subject areas. Also called information, and/or sharing evidence-based
teacher-led discussion or classroom conclusions.
discussion, it is a strategy under the direct ADVANTAGES
instruction model which promote interaction
between teacher and students through explicit 1. Easy to implement and can be applied
instruction combined with different levels of in almost all content areas in social
questioning. studies.
2. The structured content and the
Under this strategy, students explore ideas allotted time for comprehension
and concepts, develop lower order and higher monitoring aids in mastery of
order thinking skills, engage in problem- learning which can improve student
solving and group decision-making, and achievement.
develop informed opinions based on 3. Utilizing a wide range of questioning,
evidence (Wilen, 2004; Engles and Ochoa, as the teacher engages students in
cited in Larson, 2000) different ways of thinking-from
STEPS concrete to abstract, from convergent
to divergent, and from lower order to
The lecture-discussion strategy is done by critical and creative thinking skills.
following these four basic steps: TIPS
Republic of the Philippines
10 MINDANAO STATE UNIVERSITY
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1) Plan the lesson in detail and practice

your presentation.
2) Be brief in the presentation of the
lesson. If possible, insert activities
that will capture their attention from
time to time.
3) Use a questioning script to develop
your questions. You may refer to
Bloom's Taxonomy of the Cognitive
Domain or the Taba I and Taba Il
approach as a guide in developing
this.
4) To increase the effectiveness of
delivery, use numerous concrete
examples, media, and graphic/visual
organizers (e.g, concept map,
semantic web, Venn diagram).
5) Pause occasionally after giving
questions.
6) Lecture-discussion works best if used
in moderation and if integrated with
other strategies.
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EXPERIENCE
Study the sample Daily Lesson Plan below and analyze how the lecture-discussion strategy is
utilized in the elementary social studies classroom.
Grade Level 4
Learning Area Araling Panlipunan
Quarter Ikalawa
I. Objectives
Content Standard Naipamamalas ang pag-unawa sa pagkakilanlang Pilipino batay
sa pagpapahalaga sa pagkakaiba-iba ng mga pamayanang pang-
kultural.
Performance Standard Naipagmamalaki ang pagkakakilanlang kultural ng Pilipino batay
sa pag-unawa, pagpapahalaga at pagsusulong ng pangkat kultural,
pangkat etno-linggwistiko at iba pang pangkat panlipunan na
bunga ng migrasyon at "inter-marriage".
Learning Competencies 1. Natutukoy ang mga pamanang pook bilang bahagi ng
pagkakakilanlang kulturang Pilipino.
2. Naipaliliwanag ang kahalagahan ng mga pamanang pook sa
kultura ng mga Pilipino.
3. Nakapagmumungkahi ng mga pamamaraan upang
mapangalagaan at maipagmalaki ang mga pamanang pook.
II. Content Mga Pamanang Pook
III. Learning
Resources
References Araling Panlipunan 4 Teacher's Guide, Laptop, Projector,
Speaker, Worksheet, at Semantic web ng kultura
IV. Procedures
Before the lesson I. Papanoorin sa klase ang music video ng "Piliin Mo Ang
Pilipinas" na kinanta ni Angeline Quinto. Kinuha ito sa
https://www.youtube.com/watch ?v=gqoAwa19ELA.
Itatanong ng guro sa klase ang sumusunod:
1. Ano-ano ang mga pook na ipinakita sa music video?
2.Nakapunta na ba kayo rito?
II. Paglalahad ng mga Layunin at Paksa (3 minuto)
Ipapabasa sa mga mag-aaral ang mga layunin ng aralin.
"Sa mga nakaraang aralin, pinag-aralan natin ang ibat ibang
materyal at di-materyal na kultura ng mga Pilipino. Ngayong araw
na ito, pagtutuunan natin ng pansin ang isa sa mga halimbawa ng
materyal na kultura, ang mga pamanang pook."
During the lesson Talakayan (15 minuto)
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Gamit ang PowerPoint, ilalahad ng guro ang kahulugan ng

pamanang pook. Pagkatapos nito ay magpapakita ng mga larawan
ng mga pamanang pook sa iba't ibang rehiyon ng Pilipinas.
Guguhit din ng talahanayan ang guro sa board upang maging
gabay sa talakayan. Mga mag-aaral ang sasagot at magsusulat ng
impormasyong bubuo sa talahanayan.
Pamanang pook Saan ito Paano sinasalanmin ang
matatagpuan? pagkakakilanlan ng
rehiyon o bansa?
Simbahan ng
Paoay
Intramuros
Magellan’s Cross
Banaue Rice
Pagkatapos mapunan ang talahanayan, itatanong ng guro
ang sumusunod:
1. Bakit mahalaga ang pangangalaga sa mga pamanang pook?
2. Paano ka makakatulong sa pangangalaga ng at pagmamalaki sa
ating mga pamanang pook?
II. Comprehension Monitoring (10 minuto)
Magpapasagot ang guro ng worksheet na kagaya ng talahanayan
sa talakayan.
After the Lesson I. Integrasyon (5 minuto)
Magpapakita ang guro ng semantic web tungkol sa kultura,
ang dalawang uri nito, at mga halimbawa upang makita ng
mga mag-aaral ang kaugnayan ng pamanang pook sa mga
nakaraang aralin.
Bilang pangwakas, itatanong ng guro: Paano sinasalamin ng
mga pamanang pook ang pagkakakilanlang kultural ng mga
Pilipino
II. Kasunduan
Sa short bond paper, gumuhit, magdikit o mag-print ng
larawan ng isa sa mga pamanang pook sa Pilipinas. Ilarawan
ito at ipaliwanag ang kahalagahan nito sa pagkakakilanlang
kultural ng mga Pilipino. Ipapasa ito sa susunod na pagkikita.
Pamantayan sa Paggrado:
Nilalaman 10 puntos
Pagkamalikhain at Kalinisan 5 puntos
Mekaniks at Organisasyon-5 puntos
KABUUAN: 20 Puntos
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resson 10: Using Graphic Organizers

(Reporters: Rohaniza M. Mangigin & Jamaelah Pumbayabaya)
Objectives:
• Appreciate the power of graphic organizers in a social studies classroom
• Know the dos and don’ts in planning and implementing graphic organizers
• Develop an exemplary lesson plan that uses graphic organizers.
Graphic Organizers – provide a visual representation in developing and summarizing students’
learning components. They help structure disjointed information by creating patterns that
represent the interconnectedness of ideas (Tacaiochta & Leibheal, 2008). These facilitate effective
learning by enabling the learners to see information in a pattern that uses labels. The main
function of graphic organizers is to present information in precise ways, to highlight relationships
and the organization of concepts.
Why use graphic organizers?
1. It facilitates critical and creative thinking. Graphic organizers allow the learners to focus
only on the highlighted essential components. It enables them to find necessary connections that
could unveil answers to problems and issues in daily living.
2. It organizes information. The human mind is designed to store information using a series of
networks. As we live day by day, we encounter various experiences which contribute to what we
know.
3. It shows relationship. One good relationship example that is always used is the broad-to-
specific relationship.
4. It allows self-directed learning. The good thing about graphic organizer is that it can be used
for independent learning among the learners. This is because it is much easier for the learners to
grasp information and see connections.
5. It encourages interaction. This form of teaching strategy literally engages the learners to
participate in class activities. It is form of assessment. Teachers can assess learning both before
and after the discussion. It could be both done in formative and summative assessments.
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How to use graphic organizers

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Eight types of Graphic Organizers for Social Studies

1. Assume and Anticipate. This form of graphic organizer is best for formative assessment
where teachers evaluate the schema of the learners of the learners on a certain topic. This
could be done in a form of opinion-seeking activity where the teachers introduce a topic or
issue that learners have to answer.
What I know What I want to know What I learned
2. Position and Pattern. This type of graphic organizers helps teachers and students see the
relationship of a concept with another, particularly in chronological order and how the pattern
occurs and reoccurs in different contexts and events.
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Subject: GED103- Bb
Instructor: Nassif S. Talal
Reporters:
MUTI, Abdul Karim M.
PUMBAYA, Sittie Asya B.
LESSON 11: INQUIRY – BASED TEACHING STRATEGY
Objectives
• Explain the relevance of inquiry in social studies education
• Appreciate the art of questioning inside a social studies classroom
• Create a lesson plan using inquiry-based teaching strategy
LESSON
Inquiry is defined as the process of looking and creating information or knowledge by means
of questions. The process of inquiring begins with the assembly of information and data by applying
the human senses such as seeing, hearing, touching, tasting, and smelling (Kumari, Arora, & Tiwari,
Shruti, 2016).
In 1999, White, Shimoda and Frederiksen developed an instructional theory that enabled
scientific inquiry as part of instruction among a widespread variety of learners, including new ones and
slow learners. They postulated that quality education could be achieved by allowing the learners to
understand metacognition. This could be done by constructing an instructional methodology that
develops the students' metacognitive knowledge and skills following the process of:
A. Scaffold Inquiry. Teacher should guide the learners in attaining the goals of any discussion.
B. Reflection. The spontaneity of the discussion depends on the capacity of the teachers to
direct and guide the learners.
C. Generalization. This is the optimum part of the process wherein the learners have created
their own beliefs and communicated their disposition.
Inquiry-based learning is grounded on rational strategies used to motivate learners to generate

responses through the queries regarding issues/events. Some of the benefits of inquiry-based teaching
are as follows:
1. Inquiry is dedicated to nurturing the schema of learners essentials to create, communicate,

and assess answers coming from their interests.
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2. It helps the learners acquire and process ideas in a logical way.
3. It encourages intelligent responses which can be practiced to discover why

issues are occurring.
To fully understand the strategy, here is the inquiry process.
1 2 3 4
POSE REAL QUESTIONS FIND RESOURCES INTERPRET REPORT FINDINGS
INFORMATION
THE INQUIRY PROCESS

In this model, the role of teachers as facilitator are highlighted. It is their responsibility to let
the learner identity the problem situation, judge the inquiry events, and reply to learners’ inquiry to
augment learning. It supports the learners in establishing the importance of their inquiry. It also
simplifies the conversation of the problematic situation among the learners because the responses are
generated by them. Hence, they will be able to find connections starting from the questions about the
topic being discussed.
QUESTIONING TECHNIQUES
The art of questioning is the most important aspect in this strategy, the teacher must be well
exposed to various ways of posting question to student.
Might question – This question does not limit the possible responses among the learners. But
rather it opens up a range of possible responses that allows learners to reason out.
What if question – This kind of question bring out the creativity, peculation and rationality
among the learners it allows the learners to think in a total different perspective that is usually grounded
on what they believe in.
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Different role question – This type of question allows the learners to have a glimpse of possible
roles they might portray in the real world. This strategy is a nice representation of the outside world
and gives the learners the chance to evaluate themselves.
Socratic questioning – This questioning styles combines all the aforementioned form of
questioning. Socrates has been known in history as the master of incessant questioning to achieve
wisdom.
FOUR TYPES OF SOCRATES QUESTION
Gadfly questions – this allows the teachers to ask several question to push the learners to
answer the questions.
Stingray questions – these questions leads to a sudden change in the course of questions.
Midwife questions – from the name itself, these questions are used to elicit new ideas to the
learners.
Ignoramus question – in here, teacher play dumb for them to elicit responses among the
learners.
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LESSON 12: CASE STUDY
A WRITTEN REPORT
Presented to the
Faculty Members of the
College of Education
Mindanao State University
In Partial Fulfilment of the

Requirements for the Subject
Teaching Social Studies in the Elementary Grades-Philippine History and Government
GED103-Bb
MAMA, ANIMAH P.
MUSTAPHA, JOWAIRIAH U.
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October 2022
Objectives:
• Discuss case study as an instructional strategy
• Explain how case study is used in elementary social studies instruction
• Develop a lesson plan that uses case study in elementary social studies
CASE STUDY
• Structured, a learner-centered strategy that explores complex and value-laden issues
through problem-solving and decision-making.
• Defined by, Kowalski, Weaver, and Henson (1994) as general narrative descriptions of
situations and incidents.
• In social studies, a case can be anything from an actual or fictional event, a concrete or
abstract issue, or a historical or current phenomenon.
Based on the content, case studies can be classified into the following:
1. Live case studies – based on an ongoing event where students and real-world actors are
simultaneously examining issues and arriving at solutions.
2. Historical case studies - these are largely based on historical events and can be depicted as
fiction or nonfiction.
3. Economics case studies - these are focused on economic issues that can be drawn from
students’ experiences or from international or national matters.
4. Social issues case studies - these are based on problems and concerns that affect society.
5. Student-developed case studies – in this type, students are asked to come up with case studies
based on their own experiences and observations.
Dewey’s (1916) progressive belief that teachers should always tap students’ natural instincts to
investigate and create.
In the 1980s, Barrows and Tamblyn eventually coined the term problem-based learning to refer to
learning that result from the process of working toward the understanding or resolution of a
problem.
STEPS
There are three basic steps in implementing the case study strategy in the social studies
classroom:
1. Briefing - the teacher gives a brief background about the case.
2. Discussion - students are given sufficient time to analyze the given case and come up with
solutions.
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3. Debriefing - the teacher stresses and clarifies social studies concepts and relates this to students’
analysis and solution.
ADVANTAGES
o Learner-centered pedagogy
o Promotes a wide range of 21st-century skills
o Communication, collaboration, conflict resolution skills
TIPS
1. Choose cases that are complex to provide a challenge.

2. Emphasize to students that the process is as important as the product.
3. Use graphic to structure the discussion.
EXPERIENCE
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Study the sample Daily Lesson Plan below and analyze how the case study strategy is utilized
in the elementary social studies classroom
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LESSON 13: JIGSAW

Name: Johanna S. Tantao & Janisah N. Manan
Instructor: Sir Nassif Talal
Subject/Section: GED103 - Bb
Learning Objectives:
A. Discuss Jigsaw as an instructional strategy
B. Explain how Jigsaw is used in Elementary Social Studies instruction
C. Develop a lesson plan that uses Jigsaw in elementary social studies
Introduction:
Jigsaw is a cooperative learning strategy developed by Elliot Aronson and his colleagues in
1971. Created as a response to the racial desegregation in the 1970’s, it was first implemented by
educators and psychologists in schools in Austin, Texas to reduce tensions among the white, Hispanic,
and African-American students.Jigsaw in the classroom involves students each learning a part of a
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lesson and then sharing their knowledge information in groups until all group members understand the
complete lesson. Students each act as a piece of the puzzle who together make up a bigger picture.
In The Jigsaw Classroom. Social Psychology Network & Aronson (n.d.) outlined 10 steps in
implementing this strategy:
1. Divide students into five- or six-person home groups. Members should be diverse in terms of
gender, ability, and ethnicity (if applicable).
2. Appoint a leader for each home group.
3. Divide the day’s lesson into five to six segments.
4. Assign each student in the home group to learn one segment.
5. Give students enough time to comprehend and master their assigned segment.
6. Form temporary expert groups by instructing student with the same segments to sit together.
Give them enough time to discuss the main points, clarify questions, and rehearse the
presentation they will make to their home group.
7. After the given time, bring students back to their home groups.
8. Ask each member to present his or her segment to the group. The leader should encourage the
flow of discussion and the asking of questions.
9. The teacher should roam around the classroom and observe the process. Make appropriate
interventions for groups experiencing difficulties.
10. At the end of the session, give a quiz to access student learning.
Advantages of Jigsaw
• A study conducted by Hanze and Berger (2007) showed that, after implementing Jigsaw,
students demonstrated increased feelings of autonomy and intrinsic motivation.
• It promotes personal accountability of learning since students are required to master their
segments independently and eventually share it with their groupmates.
• It also encourages group collaboration, with students knowing that their information and
understanding will not be complete without working and communicating with their peers.
Tips
1. Emphasize that each member has a valuable contribution to the group.
2. Ensure that the given materials are of equal length and difficulty so that they can be mastered
by all students within the given time limit.
3. In some cases, teachers skip the formation of experts groups, believing that individually
mastering the segment is enough.
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Study the sample daily lesson plan below and analyze how the Jigsaw strategy is utilized in the
elementary social studies classroom.
Grade Level 5
Learning Area Araling Panlipunan
Quarter Ikaapat
I. Objectives
Content Standard Naipamamalas ang mapanuring pag-unawa sa
bahaging ginagampanan ng kolonyalismong
Espanol at pandaigdigang konteksto ng
reporma sa pag-usbong ng kamalayang
Pambansa tungo sa pagkabuo ng Pilipinas
bilang isang nasyon.
Performance Standard Nakakapagpahayag ng pagmamalaki sa
pagpupunyagi ng mga makabayang Pilipino sa
gitna ng kolonyalismong Espanol at sa mga
mahahalagang papel na ginagampanan nito sap
ag-usbong ng kamalayang Pambansa tungo sa
pagkabuo ng Pilipinas bilang isang nasyon.
Learning Competencies / Objectives 1. Natatalakay ang sanhi at bunga ng mga
pag-aalsa ng mga Pilipino sa
kolonyalismo.
2. Nasusuri ang naging resulta ng mga
naunang pag-aalsa ng mg makabayang
Pilipino.
II. Content Pag-aalsa ng mga katutubo laban sa
Kolonyalismong Espanol.
III. Learning Resources
References Araling Panlipunan 5 Learner’s Module
Araling Panlipunan 5 Teacher’s Guide
Other Learning Resources ▪ Mga larawan ng pagbabago at
patakaran sa ilalim ng Kolonyalismong
Espanol
▪ Mga babasahin
▪ Worksheet
▪ Chalk
IV. Procedures
Before the Lesson I. Pagbabalik Aral (5 minuto)
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II. Paglalahad ng mga Paksa at mga

Layunin (2 minuto)
During the Lesson I. Pagtalakay (3 minuto)
II. Gawain: Jigsaw (25 minuto)
After the Lesson I. Pagbubuod (5 minuto)
REPORTER 9: Yusoph, Rohaimah M.

Macabago, Baisali M.
SUBJECT: GED103 Bb
DATE: October 24, 2022
TOPIC: Lesson 14: Panel Discussion
LESSON 14:
PANEL DISCUSSION
At the end of the lesson students should be able to:
• Know the origin and relevance of panel discussion as an instructional strategy
• Explain how to use panel discussion in social studies instruction
• Develop a lesson plan using panel discussion
SITUATION:
Teacher Madelle is about to teach the issues sorrounding the modernization in the
community. She felt that there is need to upgrade her pedagogy when she start to plan the
lesson. She thought of a strategy that will engage her students in a higher level classroom
activity. Soon after, she finally decided that her students should become expert inside the the
class and share their thoughts and ideas on particular topic.
In the class, teacher madelle divided the pupils into four groups of six members each.
She assigned a specific topic to be presented and discussed in the class the following day. With
proper guidance, the pupils were able to deliver their ideas following on the positive and
negative sides of modernization. At the outset, the pupils were tensed because of the questions
and answers portion, but they felt at ease because teacher madelle helped them all throughout
the activity.
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The strategy that Teacher Madelle used in her classroom is called the panel discussion.
WHAT IS PANEL DISCUSSION

The panel discussion is a method that encourages the exchange of ideas that allows the panel
members and the audience to discuss a particular topic. It is often used to shed light on issues
regarding politics, community and academic topic contents. The panel discussion can also be used
inside the classrooms as performance task.
Social studies education in the Philippines is grounded on the theory of constructivist. The
panel discussion has the underpinnings of the constructivist classroom climate. However,
constructivist classroom is more of creating relation ships between learners, teacher and concepts
(wiindschitl, 1999). Thus, when properly implemented it can be a valuable teaching strategy that can
produce several advantages in social studies education.
To further understand how a panel discussion works inside the classroom, kamens (2014) identified
the following guidelines:
HOW TO CONDUCT A PANEL DISCUSSION?
•
The teacher will act as the moderator. The learners will act as a subject area experts;
however the moderator is not a panelist. Hence, she/he will play a different role so his/her
ability to oversee the flow of discussion is important.
• Group the learners depending on the number of students. It should not exceed seven
members.
• The moderator and member should create a list of interview questions.
• During the pre-event interviews, the moderator should take good notes and discover
interesting stories and opinions that each panelists can give
• The moderator, after the simple interview, will then develop a final list of question for the
actual panel discussion. Note: the idea is to ask questions to bring out interesting stories
with spontaneity.
ROOM SET-UP AND LOGISTICS
• To have a lively discussion, slides should not be used to replace discussions.
• Don't put your panelist behind a table. It creates a formal notion and adds distance that
prevents good interaction between the panelists and the audience.
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•
The best set-up is for the panel discussion to be in a slight semicircle on comfortable
chairs with the moderator sitting in the middle.
• Place the exact number of seats fir the expected panelists. These gets people to sit close to
the front so that the interactions can be better
• Have a good microphone system ready.
THE MODERATOR TAKES CONTROL
• It is the moderator's job to prevent anyone from disrupting the discussion.
• The moderator should introduce the panelists and the topics to be discussed.
• The moderator ask question, calling on one or two panelists for each question. In this way, the
discussion will be kept moving.
• To ensure spontaneity, a moderator should be prepared with different sets of questions.
• Make the discussion interactive by polling the audience with a few questions.
• Give the audience members a chance to participate.
TIMING IS EVERYTHING
• No more than 40 minutes for the panel discussion, leaving 20 minutes for audience question
(30 if the discussion is lively) is the rule.
• To ensure audience participation, the teacher-moderator can give questions to some audience
members ahead of time.
• In case the audience members want to take over, it is the role of the moderator to keep them in
their seats and ensure the smooth flow of the activity.
SAMPLE
Study the sample Daily Lesson Plan below and analyze how the Panel Discussion is utilized in the
elementary social studies classroom.
Grade level 4
Learning area Araling panlipunan
Quarter Ikaapat
I. Objective
Content standard Naipapamalas ang pag-unawa sanpagkakakilanlan ng bansa
ayon sa mga katangiang heograpikal gamit ang mapa.
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Performance standard Naipapamalas ang kasanayan sa paggamit ng mapa

sanpagtukoy ng iba't ibang lalawigan at rehiyon ng bansa.
Learning 6. Nakagagawa ng mga mungkahi upang mabawasan ang
competencies/objectives masamang epekto dulot ng kalamidad.
7. Nakagagawa ng maagap at wastong pagtugon sanmga
panganib.
II. CONTENT Ang katangiang Pisikal ng aking bansa–Mga kalamidad
III. LEARNING
RESOURCES
References Araling Panlipunan 4 Learner's Module
Araling Panlipunan 4 Teacher's Guide
Other Learning Resources o Mga larawan ng kalamidad nannararanasan sa bansa
atbrescue operation tuwing may kalamidad
o Mga babasahin
o Chalk
IV. PROCEDURES
I. Pagbabalik-aral at pagganyak (5minutes)
Sisimulan ng guro ang balik-aral sa pamamagitan ng
pagpapakita ng pilipinas na nsa Pacific ring of fire at
itatanong ang mga sumusunod.
1. Anu ang nais ipahiwatig ng Pacific Ring of Fire?
Before the lesson 2. Ano ang implikasyon ng pagkabilang ng pilipinas sa
Pacific Ring of Fire?
II. Paglalahad ng mga paksa at mga layunin (2minuto)
" Ang pilipinas ay nakahimlay sa lokasyon na laging
natatamaan ng iba't ibang uri ng kalamidad. Nararapat
lamang na ito ang ating tatalakayin sa na ito upang malaman
natin kung ano ang gagawin sa mga panahong may
kalamidad. (Paalala) kahapon, ibinigay ko ang inyong paksa
at pangkat upang kayo’y makapaghanda sa ating panel
discussion ngayong araw.”
I. Pagtalakay (3 minuto)
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Ilalahad ng guro ang mga panuto at kailangang

bigyan diin sa mga paksa ng panel discussion.
II. Gawain: Panel Discussion (30 minuto)
1. Mayroong tatlong grupo na binubuo ng lima
hanggang walong miyembro. Bawa’t grupo ay
binigyan ng oras upang magsaliksik sa kanilang
paksa.
2. Ang guro ay magsisilbing moderator ng panel
During the lesson discussion. Ipapakilala ng guro ang mga
tagapagsalita sa lahat ng grupo. Maaari ring
magtanong ang guro sa mga tagapagsalita. Lahat
ng miyembro ng grupo ay dapat makapagbahagi
ng kanilang ideya.
MGA PAKSA:
• Group 1. Mga dapat ihanda sab ago ang mga sakuna.
• Group 2. Mga dapat gawin habang nagaganap ang
sakuna.
• Group 3. Mga dapat bigyang tuon pagkatapos ng
sakuna.
3. Pagkatapos makapagbahagi ng lahat ng grupo,

ihahayag ng guro ang kabuuang resulta ng panel
discussion. Iisa-isahin ang mga magagandang
punto at mga dapat isaisip.
4. Ibibigay ng guro ang mga puntos ng lahat ng
grupo.
I. Pagbubuod (5 minuto)
Itatanong ng guro ang sumusunod:
1. Anu-ano ang mga dapat tandaan bago,
After the lesson habang, nangyayari, at pagkatapis ng sakuna?
2. Bakit importante ang paghahanda sa mga
sakuna? (Ipagpapatuloy at mas palalalimin
ang aralin sa susunod na pagkikita.)
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TEACHNOLOGY-BASED INTERACTIVE TEACHING STRATEGY

SARO, Jumana I. TAMPOGAO. Farhanisah D.
GED103 – Bb
Think
Technology has been over associated with 21st century teaching and learning processes. Having
LED TVs and LCD projectors inside classrooms became the norm. The ways teachers incorporate
technologies into their classroom implies something about their professional practices.
DepEd’s K-12 Conceptual Framework and Exit Points
One
of the
skills to be harnessed among Filipino learners is the information, communication, and technology
(ICT) skills. To achieve this, teachers must be able to infuse technology in their instruction so as to
immerse the learners in a more interactive manner.
As stipulated in DepEd Order No. 42, s. 2016, the integration of technology inside the classroom
shall be grounded on these bases:
➢ ICT integration in teaching and learning involves all activities and processes with the use of
technology.
➢ The use of computers can speed up the preparation of daily lessons.
➢ Teachers can plan learning opportunities that allow learners to access, process information, create
and develop products, communicate with others using ICTs.
ADVANTAGES AND DISADVANTAGES
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➢ Technology has been the greatest change that we have seen in education. However, even if
technology is seen as beneficial, there are many debates, especially on the extent of
technology use and exposure time.
➢ The learners of today have been branded with several names such as digital natives and tech-
savvy.
ADDIE Model
➢ This model is a useful systematic instruction design model that can be used in crafting
technological advancement in instruction. Consisting of five stages, this model has several
versions.
A-nalysis – This phase is considered the goal-setting stage.
D-esign – In this stage, all goals, tools, and performances are laid down, ready for the next
stage.
D-evelopment – This starts with the production and testing of various methodologies used in
the plan.
I-mplementation – The key word in this stage is procedure.
E-valuation - This final stage evaluates both the processes and the outcomes of the model.
List of Application for Teaching
– In the contemporary educational milieu, many innovations were created to make educational
technology accessible to both teachers and learners. Here are some of the applications that you
can use in your classroom
A. READING EGGS
multi-awarded application that helps children to read.
B. Curious World
This app is packed with various types of activities to educate and amuse children.
C. Mental UP Educational Games
This type of app enhances the critical thinking skills of children as they solve different
types of problems in various ways.
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D. Edmodo
Social platform used for communication, polling, assignments, quizzes, etc.
E. Kahoot
Is an app that teachers use to facilitate online and real-time quizzes. Questions are
projected on the screen and children answer with their smartphone or computer.
F. BrainPOP
Generates animated educational content that adds excitement to lessons.
G. Khan Academy
A non-profit open-source educational website which aims to change education for the
better.
H. Nearpod
Allows teachers to create interactive lessons, presentations, assessments, and lesson
contents.
I. Quizlet
Teachers can explore the content in this app which can be used for assessment.
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ROLE-PLAY AND SIMULATION

Reporters: Raisah B. Macasasa Marangit, Hazreen Arifah H.Haroun
Subject: GED103- Bb
Role-playing and simulation are strategies categorized under creative dramatics, along
with the dramatic play and the mock trial. Role-playing is an unrehearsed dramatic presentation that
enables participants to explore alternative solutions to a given problem (Chapin, 2013). In this
strategy, some students are tasked to enact their solution to an open-ended situation while the rest of
the class observes. On the other hand, Simulation is a strategy that provides a representation of some
phenomenon, event, or issue that exists or existed in the real world, usually in the form of a game.
(Beal & Bolick, 2013). It may come in two forms: computerized and non-computerized. Here, the
objective may be to solve a problem, to arrive at a decision, to experience the situation, or feel the
consequence. While roleplay and simulation have defining characteristics, they may overlap when
implemented in the classroom. Activities that require students to present solutions to real-world
problems through dramatization fall under these two strategies.
Role-play and simulation are founded on the experiential learning theory of Dewey (1938) and Kolb
(1975) which believes that students learn best when they are presented with concrete experiences they
can reflect on, analyze, and test in new situations. In social studies, these two strategies are useful in
examining abstract concepts, controversial issues, and topics that entail an examination of beliefs,
attitudes, and moral decisions.
Steps
Role-play and simulation can both be implemented through these five steps:
1. Initiation and direction. This involves setting the stage for the role-play or simulation by
identifying and discussing the problem to be resolved or situation to be experienced by the students.
2. Describing the scenario. The teacher presents the situation through explicit instruction or media
presentation (showing a picture, watching a video, reading a story, etc.).
3. Assigning roles. The teacher selects members of the class and assigns them characters. The
actors/actresses and audience are then briefed about their roles. In Role-play, a short rehearsal may
take place before proceeding to the next part.
4. Enactment. Students present their scenarios or engage in the simulation.
5. Debriefing. This is considered as the most integral part because reflection, generalization, and
conclusion take place here. Character and audience process their actions and feelings and pose
questions. In role-play, switching of roles may be done to offer alternative solutions.
Advantages
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Role-play and simulations present many advantages, the reason why it is a popular
strategy among social studies teachers. First, they make abstract concepts and ideas more concrete by
letting the students experience them in a safe and nonthreatening way. Aside from promoting critical
thinking and decision-making skills, they are also useful in helping students develop a sense of
empathy and social awareness. Students do not only offer solutions to real-world problems and come
up with sound decisions, but they have to think of how others might feel and what consequences they
may face. Lastly, implementing these strategies in the classroom makes students highly enthusiastic
and motivated. The requirement to act out or experience a situation makes learning fun and enjoyable
and ensures the active involvement of students in the learning process.
Tips
1. Know your students. Choosing students who are timid to perform may affect the conduct of the
activities, especially if they are given crucial roles. But it is important also to give everyone a chance
to act, not just those who always volunteer.
2. Constantly remind students that the roles represent the character and not their classmates to
avoid typecasting.
3. Assign tasks to the audience. While watching, they can write their observations or note questions
that will be entertained in the debriefing part.
4. For computerized simulations, always preview the content. Some themes, scenes, and language
might not be suitable for elementary students.
5. Be aware of your own role as a teacher. The teacher may act as a coach, clarifier, discussant, or
observer, depending on the readiness and ability of the students.
Study the sample Daily Lesson Plan below and analyze how the role-play and simulation strategies is
utilized in the elementary social studies classroom.
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Lesson 17: Field Studies

Objectives:
• Know the nature and purpose of field studies
• Identify the advantages and challenges of field studies
• Design a lesson plan using field studies
Field studies are learning experiences outside the four concerns of the classroom. Field studies
enable the learners to personally gather and analyze data in their own context. In a nutshell, field
studies provide learning experiences that transcend a regular classroom through direct experiences
and observations. Field trips can be done within the school campus, the school vicinity, in a local
museum and many other places which last for several hours.
During field studies, learning takes place in a reality-based context rather than mediated by
videos or books. It gives the learners a taste of the outside world which allows them to clearly see
what happens in their community. The optimum benefit of field studies for teachers is that it allows
the learners to target a wide range of learning competencies. It also allows teachers to employ
authentic tasks that are reflective of the curriculum.
Compared to field trips, field studies highlight more student involvement because the learners
are directly involve in the planning, implementation, and assessment of the activity. Field trips
usually happen in a long distance trip such as going to national museums or any other related places.
What is good about field studies is that it could take place in nearby areas such as rivers, government
offices, supermarkets, and even inside the school campus.
Why use field studies?
• It provides experiential learning- it offer and opportunity to witness objects and events not
accessible at school. Direct contact and observation encourage more concrete learning
experience than merely showing videos or images.
• It target specific skills and knowledge- being able to experience things provides learners an
opportunity to practice skills and appreciate values that cannot surface elsewhere.
• It strengthens schema- the experiences in the field stimulate higher understanding and
appreciation of previously learned concepts by means of validation.
• It motivates values development- exposure to a phenomenon stimulates appreciation and
concern for the visited event or place.
Challenges in Field Studies?

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• Curriculum alignment- one of the most defeated purposes of field trips is its curricular
relevance. Sometimes, if not most of the time, the curriculum aspect is replaced by leisure
engagement. To ensure curriculum alignment, teachers must thoroughly plan and execute the
desired learning outcomes before any other purpose.
• Lack of understanding of field studies-before conducting the activity, teachers must ensure
that their learners have fully understood the nature and purpose of the field study. Failure to
do so can contribute to the downfall of the activity. Hence, as part of the preparation, teachers
should teach the essential kick-start concept to the learners.
• Costly- financial requisite is the biggest problem in this teaching strategy. This is also the
reason why teachers tend to engage in virtual field trips rather than actual site visits.
• Preparation Time- field studies require much time, from preparation up to classroom
discussion and assessment. While it is very important, it is also a fact that it could interrupt
other teaching schedules. This now anticipates for necessary adjustments in teaching hours
and topics.
• Safety- this is the most debated issues, among others. In recent years, we had witnessed
various events where student safety became the talk of the town. This resulted in the passing
of government and institutional policies. Recently, the department of Education lifted the
moratorium on off-campus activities and implemented new guidelines that adhere to K-12
demand. To ensure safety, all school must abide by its provisions.
What to keep in Mind When Planning and Doing Field Studies?
• Awareness- in a starter kit, teachers basically have to condition the learners before the
actual visit. Teachers need to point out the purpose, the dos and don'ts during the visit, and
most importantly, the assessment part. Having a prepared mind comes the responsibility
and accountability. The learners will be able to learn about their freedom as well as their
limitations while enjoying data gathering.
• Engage- the most significant factor that teachers need to highlight is student involvement.
They have to plan out every detail and experience that the learners need to undergo
through. Keep in mind that all the learners must be exposed to the same degree of
engagement to ensure that all of them are learning.
• Metacognitive Learning- the excitement should not stop on the site visit itself. The most
important part still is the deepening and valuing of knowledge and skills learned from
experiences. Never let a good learning opportunity pass away without ensuring learning.
• Build upon- curiosity signals effective and motivational learning to start up the curiosity
among the learners, teachers must conduct prior research on the environment or event that
they have to visit. Imposing trivial questions and supplementing information during the
conduct of study augment interests and encourages deeper learning among the learners.
• Illustrate- never fail to integrate ideas in real life. The integration could happen during the
onsite visit or inside the classroom. Experiential learning becomes more effective when it
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is placed on the reality context. Learners should be able to see the applicability of learned
knowledge so that they can successfully live what they have learned.
• Assess- as part of the educative process, it is relevant to ensure that the learners have
gained the desired competencies and knowledge. This could be done through effective,
meaningful, and aligned assessment activities.
Field Study Tool Kits

Data Gathering
Data Gathering Chart
(Sample)
Location Observation Why significant or
(room in house, exterior (artifacts, visual detail, noteworthy?
view, section of landscape, spatial relationships of (Links to larger historical
etc.) specific elements) context? Revels time frame
of origination? Contradicts
expectations? Denotes an
adaption? Confirms
interference?)
Interpretation of Data
Hilda Taba’s Cognitive Tasks
Step Questions Rationale
1 What did you notice? See? Find? To provide an opportunity
What difference did you notice? for students to enumerate
What similarities did you notice? items
2 What do you think might be the cause of? The To provide an opportunity
effects..? What might we inform..? for students to verbalize
cause-and-effect
relationships and
interference
3 What makes you think so? How do you To give students the chance
account for that? to state reasons for
interference
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4 What could you say generally? What general Too give the students
statement could you make? opportunity to generalize
about the relationship they
see
Function To develop the skill of generalizing by procession data and arriving at
conclusions and generalizations
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Republic of the Philippines

Mindanao State University
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College of Education
Secondary Teaching Department
SERVICE LEARNING
Objectives
• Discuss Service Learning as instruction strategy.
• Explain how Service Learning is used.
• Develop a lesson plan that uses service learning in elementary social studies.
Introduction
According to the National Service Learning Clearinghouse (n.d), Service Learning is “a teaching
and learning strategy that integrates meaningful community service with instruction and reflection to
enrich the learning experience, teach civic responsibility and strengthen communities.” it is different
from volunteerism and community service because, aside from providing relevant and meaningful
civic involvement, Service Learning targets the acquisition of specific knowledge, skills and values.
In essence, Service Learning ensures that students learn the social studies content through active
participation in community service. Service Learning is founded on the philosophical roots of the
experiential learning theory of Dewey (1938), Freire (1970), and Kolb (1984). Throughout this
strategy, students are actively involved, in a concrete experience, encouraged to do a reflective

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observation, and expected to integrate abstract concepts that they learned in the classroom to
understand their experience.
Three types of Service Learning
1. Direct Service Learning-This requires students to come in direct contact with the community
or people in need.
2. Indirect Service Learning-This entails students to channel resources for a certain project
without directly interacting with the people they intend to help.
3. Advocacy Activities-These requires students to engage in work on behalf of a specific cause.
Four basic steps in implementing Service Learning: “Geiger (n.d) and Wade (2000)”
1. Preparation- This involves providing students with the necessary skills and information for the
project. After the discussion of social studies content, the teacher and students brainstorm
possible activities, explore their roles, and identify budget and resources, among others.
2. Action or Service-. After orienting students and seeking their commitment, the project is
commenced and actualized.
3. Evaluation and Reflection- This refers to the act of thinking critically about their experiences
in the project.
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4. Celebration- As a culminating activity, this may be done to extend gratitude to the participants
and to share their experience with parents, administrators and other teachers and students.
Advantages
• It helps break down the barrier between the classroom ad real life.
• Students are given opportunities to apply social studies concepts in the real-world settings. It
also makes students feel empowered.
• According to Edwards (2005), Service-Learning increased student’s sense of personal and
social responsibility, developed a more positive outlook toward others, improved their leaning
of content, and enhanced their self-esteem.
• Lastly, it enhances the relationship between students, the school, and the community.
• Students are encouraged to engage in civic affairs espoused by citizenship education, and they
use their knowledge in solving community problems.

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Norjannah S. Hadji Ali

Racma Jamaica A. Benito
#14
Lesson 19 Assessing Learning in Social Studies
Objectives
• Internalize the relevance of assessment in the teaching and learning process
• Differentiate formative and summative assessment
• Identify the attributes of 21st century assessment
• Plan for assessment strategies using the concepts presented in this chapter
Assessment in Social Studies

The National Council for the Social Studies (NCSS) is one of the leading advocates of social
studies education. They argued that social studies assessment methods should always be aligned with
the goals of social studies, encompassing objectives, and have more authentic tasks. Social studies
assessment should, therefore, create a feedback mechanism that reflects potential implications for the
improvement of curriculum and instruction.
Characteristics of 21st Century Assessment

Cajigal and Mantunao (2014) identified the attributes of 21st century assessment:
✓ Responsive
✓ Flexible
✓ Integrated
✓ Informative
✓ Multiple Methods
✓ Communicated
✓ Technically Sound
✓ Systematic
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What is Formative Assessment?

Formative assessment includes both formal and informal processes that teachers and
students use to gather data for the purpose of identifying next steps in learning (Chappius, 2015).
Moreover, Formative assessment can be used in all the parts of the lesson. Generally, a lesson
consists of three parts: before the lesson, the lesson proper, and after the lesson.
Collaborative Formative Assessment

There are various techniques on how to engage our learners in formative assessment, and
one of them is collaboration. It is technique in formative assessment that enhances the level of
student knowledge acquisition through interactive processes. Collaborative formative assessment
can be seen in the following examples: group brainstorming/ discussions, games, role-plays, and
many others.
What is Summative Assessment?

Traditionally, summative assessments are done at the end of every lesson or unit using a
paper- and- pencil test to identify student achievement. Hence, summative assessment is defined
as a form of assessment that makes judgment about learners to provide the evidence of student
achievement (Chappuis, 2015). Moreover, Summative assessment is seen when results are used to
determine how many students are and are not meeting the standards in a certain subject.
What is assessed in the Classroom?

As teachers, it is our sole responsibility to plan and execute effective assessment strategies.
In order for us to achieve this, we must first understand the requisites of classroom assessment.
Sample curriculum guide
NILALAM PAMANTAYAN PAMANTAYA PAMANTAYAN COD LEARNIN
AN G N SA G SA E G
(Content) PANGNINILAM PAGGANAP PAGKATUTO MATERIA
AN (Performance (Learning LS
(Content Standard) Competencies)
standard)
UNANG MARKAHAN – Ako ay Natatangi
A.Pagkilala Ang mag-aaral Ang mag-aaral 1. nasasabi 1. “Sibika
sa Sarili ay…. ay…. ang at kultura
batayang Batayang
Naipapamalas Buong impormas Aklat 1.
ang pagunawa sa pagmamalaking yon 2001. pp.
kahalagahan ng nakapagsasalay tungkol sa 10, 22-28
pagkilala sa sarili say ng kwento sarili 2. Pagalbog
bilang Pilipino tungkol sa pangalan, ng lahing
gamit ang sariling magulang, Pilipino 2.
konsepto ng katangian at kaarawan,
Marawi City
pagpapatuloy at pagkakakilanla edad, 2003. pp. 2-

pagbabago n bilang tirahan, 14
Pilipino sa paaraalan, 3. “Sibika
malikhaing iba pang at kultura
pamamraan pagkakila Batayang
nlan at Aklat 3.
mga 2000. pp.
katangian 131-141.
bilang 4. Ang
Pilipino Bayan kong
Mahal 1.
1998. pp. 2-
20.
Content Standards
These are standards that provide the essential knowledge that the learners must learn.
Performance Standards
These sets of educational phrases describe the skills and abilities to be exemplified by
learners in connection to the content standards and 21st century skills development. In this, the
evidence of learning and skills development must be individually or collaboratively expressed
through innovation, creation, and adding value to products or performance.
Learning Competencies
Learning Competencies are the set of knowledge, skills, and attitude that students need to
understand and demonstrate in every lesson or performance.
Concept Development
The educational milieu in the K-12 curriculum is standard based wherein various learning
standards are arranged in progression. This is the central theme of concept development inside the
classroom. To further understand this idea, the Department of Education has used the Cognitive
Process Dimensions of Anderson and Krathwohl (2001) to operationalize the progression.
Generally, this provides a mechanism for teachers to easily classify educational goals and
objectives in consonance to the learning standards.
How to plan for Assessment?

Good assessment strategies start with the learners in mind. Good teachers will keep the
following questions in mind when planning for assessment.
1. What is to be assessed?
2. What is the purpose of the assessment?
3. What assessment tools will best provide the information we need?
Marawi City
4. Who will collect the data: teachers, students, or outside judges?

5. How often and when will the data be collected?

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1 Republic of the Philippines

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Lesson 6 THINGS TO CONSIDER IN PLANNING INSTRUCTION

Reporters: Bent Abdulcader, Romaisah M.

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Creating a positive classroom environment is key to effective teaching and learning.

MINDANAO STATE UNIVERSITY

According to Mishra and Koehler (2006), a teachers knowledge is comprised of three

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Instructional models in social studies

• Define an instructional model and explain its importance in instructional planning.

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MINDANAO STATE UNIVERSITY

Reporters: Abolais, Sittie Ainnie Jar

1. Comprehensive Lesson Plan

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MINDANAO STATE UNIVERSITY

MINDANAO STATE UNIVERSITY

10 MINDANAO STATE UNIVERSITY

1) Plan the lesson in detail and practice

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MINDANAO STATE UNIVERSITY

Gamit ang PowerPoint, ilalahad ng guro ang kahulugan ng

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resson 10: Using Graphic Organizers

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How to use graphic organizers

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Eight types of Graphic Organizers for Social Studies

What I know What I want to know What I learned

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MINDANAO STATE UNIVERSITY

MINDANAO STATE UNIVERSITY

MINDANAO STATE UNIVERSITY

MINDANAO STATE UNIVERSITY

LESSON 11: INQUIRY – BASED TEACHING STRATEGY

Inquiry-based learning is grounded on rational strategies used to motivate learners to generate

1. Inquiry is dedicated to nurturing the schema of learners essentials to create, communicate,

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2. It helps the learners acquire and process ideas in a logical way.

3. It encourages intelligent responses which can be practiced to discover why

To fully understand the strategy, here is the inquiry process.

THE INQUIRY PROCESS

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FOUR TYPES OF SOCRATES QUESTION

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LESSON 12: CASE STUDY

In Partial Fulfilment of the

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1. Choose cases that are complex to provide a challenge.

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LESSON 13: JIGSAW

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MINDANAO STATE UNIVERSITY

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II. Paglalahad ng mga Paksa at mga

REPORTER 9: Yusoph, Rohaimah M.

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