Lesson 9 - Micah Faith Galanto

UNIT III
INSTRUCTIONAL STRATEGIES
FOR SOCIAL STUDIES
Many students perceived Social Studies as a boring subject.
Perhaps one reason that can be cited for this perception is that
many educators rely too much on lectures. It is important for
teachers to acknowledge that there is a wide array of teaching
strategies that will not only make Social Studies more fun for
students but will also hone their critical thinking, affective and
psychomotor skills.
In this unit, the ten instructional strategies that you can
employ in developing a Social Studies lesson are use of graphic
organizers, inquiry-based teaching, case study, jigsaw, panel
discussion, technology based interactive teaching strategy,
roleplay, simulation, field studies, and service learning. At the
end of this unit, it is expected that you will be able to develop
your own set of detailed lesson plans that incorporated the
given strategies.
In delivering the lesson about the
Lesson 9 region economy, Teacher Bam
enumerated the different products and
LECTURE industries that are present in their
area and nearby provinces. He
DISCUSSION wrapped up the lesson by stating that
their economy is dependent on their
natural resources. Teacher Mark asked
the students to give examples of
INTRODUCTIO products and industries that are found
in their hometown. He encouraged
N students to recite and write their
answers based on the given activity
that asked students to summarize the
important points that generate a
conclusion based on their discussion.
THINK
 Lecture- discussion is a perhaps the most widely used instructional across all
grade levels and subjects areas. Also called teacher-led discussion or classroom
discussion, it is a strategy under the direct instruction model which promotes
instruction between teacher and students through explicit instruction combined
with different levels of questioning. This strategy is preferred by many teachers to
veer away from the negative connotations of a lecture (i . e., the teacher
dominates the discussion while the students are only seen as passive recipients of
information) and recitation ( i.e., fast-paced interaction between teacher and
students where teachers ask mostly knowledge-level questions.)
 The lecture- discussion strategy is founded on the cognitive theory of education
which believes that students internally organize and process the information they
receive, thus making them active participants in the learning process.
Under this strategy, students explore ideas and concepts, develop lower order
and higher order thinking skills, engage in problem-solving and group-discussion
making, and develop informed opinions based on evidence (Wilen, 2004; Engles and
Ochoa, as cited in Larson, 2000).
Steps
1. Introduction. The teacher begins the lesson by providing a motivation activity,
presenting the objectives, and giving an overview of the topic.
2. Presentation of the lesson. The teacher proceeds to the unfolding of the topic
through the use of question and answer techniques and visual organizers.
3. Comprehension monitoring. The teacher checks students' understanding through
different strategies of formative assessment.

 4. Integration and closure. Students summarize the lesson by highlighting the important
points, synthesizing old and new information, and/or sharing evidence-based conclusions.
 ADVANTAGES
While there are many educators who warn against the use of direct instruction strategies,
lecture-discussion is beneficial if used in moderation. First, it is easy to implement and can be
applied in almost all content areas in social studies, its greatest strength lies in its efficiency
in imparting information since teachers transfer the same amount of knowledge to all
students in the classroom within in a short period of time. The structured content and the
allotted time for comprehension monitoring aids in mastery of learning which can, in turn,
improve student achievement. Lastly, by utilizing a wide range of questioning, the teacher
engages students in different ways of thinking- from concrete to abstract, from convergent to
divergent, and from lower-
 to critical and creative thinking skills.
 TIPS
 1. Plan the lesson in detail and practice your presentation. Vocal delivery in very
important in lecture- discussion. It will be helpful if you plot your questions and
plan how to explain concepts that will be easily understood by students.
 2. Be brief in the presentation of the lesson. Elementary students have short
attention spans, If possible, insert activities that will capture their attention
from time to time
 3. Use a questioning script to develop your questions. A questioning script is
a basic set of questions constructed to guide students from lower
level to higher levels of thinking.
 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. Provide ample thinking time and
rephrase question if students do not provide answers.
 6. Lecture- discussion works best if used in moderation and if integrated with
other strategies. Using this as your everyday strategy may lead to a boring
class.
Naipapamalas ang pag-uunawa sa
Content Standard pagkakilanlang Pilipino batay sa
pagpapahalaga sa pagkakaiba-iba ng mga
pamayanang pang- kultural.
Naipagmamalaki ang mga pgkakalinlang

Performance Standard kultural ng Pilipino batay sa pag-unawa,
pagpapahalaga at pagsusulong ng pangkat
kultural, pangkat etno-linggwistiko at iba pang
pangkat panlipunan ng bunga ng migrasyon at
"inter- marriage".
1. Natutukoy ang mga pamanang pook bilang
bahagi ng pagkakalinlang kulturang Pilipino.
Learning
Competencies/ 2. Naipaliliwanag ang kahalagahan ng mga
Objectives pamanang pook 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 Learner's Module
Araling Panlipunan 4 Teacher's Guide
Laptop
Other Learning Projector
Resources Speaker
Worksheet
Semantic web ng kultura
IV. Procedures I. Pagganyak (7 minuto)
Papanoorin sa klase ang music video ng "Piliin Mo
Ang Pilipinas" na kinanta ni Angeline Quinto.
Before the Lesson Kinuha ito sa
https://www.youtube.com/watch?v=gqoAwa19EL
A
.
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 iba't iabng 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."

Lesson 9 - Micah Faith Galanto

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UNIT III

Naipagmamalaki ang mga pgkakalinlang

3. Nakapagmumungkahi ng mga pamamaraan

2. Nakapunta na ba kayo rito?

II. Paglalahad ng mga layunin at Paksa (3 minuto)

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