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Approaches and Methods in Teaching

UNIT 3 Social Studies

Overview

Unit 3 will discuss the various approaches, strategies or methods and

techniques used in teaching social studies in the elementary grades. This
module will discuss the planning for effective teaching; a thorough
knowledge of the lesson plan, its kind, format and components to apply in
writing and in actual teaching demonstration.

Learning Outcomes
Upon completion of this module, the students will be able to:
a. Differentiate an approach, strategy or method and a technique
through an oral presentation;
b. Make sample formative and summative assessments in Social
Studies; and
c. Prepare a detailed lesson plan in a given topic, grade level and
demonstrate a substantive and comprehensive knowledge of the
subject matter.

Pretest

Directions: Encircle the letter of the correct answer.

1. It is a set of ideas on the way we teach or how to do it which are used in

teaching and learning process.
a. approach b. method c. strategy d. technique

2. It is the determination of some policy before presenting the content with

the help of which teaching objectives are achieved.
a. approach b. method c. strategy d. technique

3. It comprises of principles used by teachers to enable student learning

and to be determined partly on the subject matter to be taught and by
the nature of the learner.
a. approach b. method c. strategy d. technique

4. It is the skill acquired by a teacher with experience and used while

teaching in class.
a. approach b. method c. strategy d. technique

5. It is the old term for pedagogy.

a. approach b. method c. strategy d. technique
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Points to Remember
Approach is a way to teach someone in the classroom by learning-
facilitating exercises or strategies ([Link]

Strategy or Method refers to a way / s used to help students understand

the content and develop skills for successful learning
([Link]

Technique is a method to complete one particular task (Reguig, 2019).

Approaches in Teaching Social Studies

1. Discovery Approach – under the positive direction of the teacher,
students are encouraged to find solutions to their problems.
2. Process Approach – the main objective is to develop different skills
between pupils, which can be simple or complex.
3. Inquiry Approach – this is to foster learners ' interest in inquiring or asking
questions about a given area, situation, or subject being studied in
which their critical thought is given a chance to manifest itself.
4. Integrated Approach – the concept is linked to other (interdisciplinary)
fields and real (transdisciplinary) life experiences.
5. Multimedia Approach – use of all communication channels (media
forms) to help students come to terms with their views on the
subject.
6. Value Clarification Approach – to illustrate the learner 's desired
meaning, through which the instructor would do his or her utmost to
redirect the positive value via professional teaching.
7. Interdisciplinary / Multidisciplinary Approach – this approach involves
determining the optimal level of success of the pupils taught by the
instructor when measuring the learning or when conducting
activities to respond to the problems that they face.
8. Mastery Learning Approach - this strategy involves establishing the
optimal level of success of the pupils taught by the teacher while
evaluating the learning or when conducting activities to respond to
the problems they face.
9. Conceptual Approach – this approach aims to allow pupils to learn
how to obtain and understand facts and information, sub-concepts,
and sub-generalizations. It will also answer the case-related
questions, what happened, why it happened, and what possible
consequences.
10. Constructivist method – will use varying learning environments to
compensate for the students' diverse learning styles and multiple
intelligences.
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11. Collaborative learning – students can learn best by working with

others.
12. Experiential and contextualized learning – learning starts and ends
with experience.
13. Thematic approach – learning is about a theme and the lessons are
localized.

Strategies or Methods in Teaching Social Studies

Strategies are classified into two major types:
1. Expository Strategy – the teacher is the knowledge giver and provides
the pupils with all the appropriate details after which an assessment
or a test is provided.
2. Enabling Strategy – the students themselves are looking for solutions to
the problems/questions they have already developed and the
instructor can only act as a guide or facilitator for learning.

Different Strategies or Methods

a. Unit Method – also known as the process of problem-solving and is
inductive in nature
b. Field Trip – from the events in the classroom where the students observe
and study things in the natural and actual world
c. Deductive Method – from the known to the unknown
d. Lecture Method – used to clarify challenging subjects including
planning, execution, explanation, and assessment
e. Project Method – something to do as part of the specifications, using
time, effort, and resources
f. Tri-Question – used as a guide to managing current affairs
g. Role-playing and Sociodrama – play different roles in what is being
questioned about social problems and developments in society
h. Moral dilemma Method – to be used in lectures concerning students'
personal and social problems
i. Debate – to be used to answer contentious issues
j. Modular Method – the use of module as instructional materials to be
taught in graded difficulty steps in such a way that the presentation
would result in the students' success rate of comprehension and
retention.
k. Reporting – a student is assigned to collect facts and knowledge from
a specific subject
l. Discussion Method – participants are allowed to engage in the debate,
and each student is free to take sides or bring forward arguments.
This approach can be in small group discussion, large group
discussion, and seminar/conference formats.
m. Textbook Method – a certain book is used as a text emanating from all
of the discussions.
n. Participatory Method – it is used through direct experience to allow
learners to observe real activities for self-fulfillment and
understanding.
o. Oral History Method – lower level students will be prepared to collect
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historical information from the community's senior citizens.

p. Survey Method – through an interview or a questionnaire, students will
know the community 's issues.
q. Demonstration Method – instructor-centered in which the instructor
would show the students what to understand best.
r. Semantic Webbing Method – students must make good use of essential
web concepts
s. Chronological Method – teaching history from time to time
t. Area or Regional Method – to achieve mastery, various parts of the
country are taught by region or area.
u. Simple Valuing Method – it may be in using incomplete sentences,
giving a title, rank, and order, voting values, responding to a person's
words, spectrum values, and using film/filmstrip/transparency / TV
shows.

Techniques in Teaching Social Studies

Some circumstances where a teacher can demonstrate his good
teaching technique
1. Doing every move of the course
2. Chat manner with the class
3. Maneuver to stand before the class
4. Handing over books/papers
5. The manner through which the students go out and enter the room
6. Hold order
7. Area / Room Layout

Evaluating Pupils' Achievement in Social Studies

(DepEd Order No. 8, S. 2015)

The students in Araling Panlipunan are to be evaluated through the

following:

Written Work – 30%

Students may express their skills and ideas in written form including
essays, written reports, and outputs.

Performance Tasks – 50%

Students develop or invent items to demonstrate what they learn
and do in a range of ways including demonstration, group presentations,
oral training, interactive presentation, and research projects.

Quarterly Assessment – 20%

By the end of the quarter, student progress will be assessed in the
form of quantitative evaluations, performance-based assessments, or a
combination of both.
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Authentic / Creative Assessment in Araling Panlipunan

These are the components in the assessment in Araling Panlipunan:

1. Written Work (WW)

Unit / Chapter Tests
Written output
1. Concept maps and organizers
2. Essays
3. Journals
4. News writing
5. News/article reviews
6. Reaction / reflection papers

2. Performance tasks
A. Products
1. Collages and diorama making
2. Leaflet, poster, and slogan making
3. Map construction
4. Research work
5. Timelines
B. Performance-based tasks
1. Community involvement
2. Debate
3. Interviews
4. Issue-awareness campaigns
5. News reporting
6. Presentations and multimedia presentations
7. Roleplays
8. Simulations

A portfolio is a collection of student works in a lesson unit, as evidence of

progress and development in a specified time over a given grading
period ([Link]

Scoring Rubric is defined as the specific elements which are used to

measure student performance ([Link]

Types of Rubrics
1. Analytic – each criterion is evaluated individually
2. Developmental – a series of theoretical character rubrics focused on a
theory of development
3. Holistic – All the student work is suited to a single-scale description
4. Checklists – a distinct rubric category in which every decision is
subjective-only two performance rates are possible.
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Planning for Effective Teaching

The Lesson Plan

A lesson plan is a regular guide to what students need to learn, how
it will be learned, and how to evaluate learning. It allows teachers to be
more effective in the classroom by including a comprehensive outline for
each class time to follow. It means that every bit of class time is spent
introducing new ideas and talking meaningfully — not finding it out on the
fly!

Kinds of Lesson Plan

1. Detailed – everything is written down, like a script. It includes what the
teacher does and what he/she wants the students to say and
do. It has these five parts: Objectives, Subject Matter (topic,
references, materials, Procedure (motivation, activity,
routines, lesson proper), Evaluation, Assignment

2. Semi Detailed – contains all the elements of a detailed plan but does not
include a complete summary of the activities of the pupils just
an overview of the relevant subject matter and teaching-
learning activities.

3. Brief – provides only instructions or brief descriptions of the tasks to be

carried out

Lesson Plan Format

I. Heading: List author/teacher name, date, subject, grade, and time
allotted.

II. Rationale and Background: Briefly explain how the lesson will meet the
needs of the students. Present the classroom setting, relevance to the lives
and desires of the students, background awareness of the students, and
diversity of the students.

III. Lesson Objective: A lesson objective is a clear, concise statement

designed to guide and anchor a lesson plan. A good objective involves an
action verb that implies a learning action observable by the instructor in
some way. A norm, scope, and method of Assessment must apply to each
objective

IV. List of Materials/Resources: Include a full list of resources (books, articles,

websites, etc.) including materials supplementing accessible textbooks,
teachers' manuals, and/or resources to expand unit subject awareness
using APA format. Additionally, list items needed to teach the lesson,
including audio-visual aids and equipment, technology, outside speakers,
text from students, textbooks, and resources made by teachers.
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V. Procedures: (Logical and sequential; list the steps in the classroom for
ease of use)

A) Introduction and Encouragement – The presentation will include:

1. Motivational strategy – Schedule this attention with a quick emphasis on
the app (3-5 mins).
2. Strategy to trigger prior knowledge and
3. Lesson intent (if applicable)
(See to it that the motivator is logically and strongly connected to the
lesson.

B) Lesson body
1. The interactions used to create the lesson are described in sequence.
That learning should be related to the goals of the lesson.
2. To teach this lesson, list the higher-level questions that are required.
3. Include proposals for students requiring modified curricula; that is,
students requiring re-education and students needing enrichment.
4. The lesson should be sufficiently comprehensive to allow a peer to teach
the lesson without providing further instructions.

C) Lesson Closure – One or more of the following will be included in the

close:
1. Applying knowledge to a new situation has been taught to show that
students understand beyond the level of experience.
2. Discussion of main concepts, student, via a summary statement
participation, reconsideration of the intent of the lesson, or rapid analysis
of key concepts.

Note: Lesson Closure isn't a task for homework. When homework is given,
take care of this in a separate section following the section on closure.

VI. Evaluation:
A) Student Evaluations:
1. Describe the Student Success Evaluation Program. Address the formal
and/or informal assessment discussed in the lesson plan and note, as in the
goals of the lesson, whether it is intended for large group (entire class), small
group, or individual assessment. Make sure to go beyond the domain of
paper and pencil.

Note: Correct this in the headings "Formal Evaluation" and/or "Informal

Evaluation" for clarification.

B. Self – Evaluation
Reflect on the teaching of the lesson and respond to the following items:
1. Identify three (3) strengths of the lesson and list them.
2. Identify and identify three (3) items or areas needing to be changed.
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3. Following on the completion and student assessment parts of this lesson

plan, recognize any students (using initials, not names) who have failed to
meet the specified objectives. Specify how these students should fix
shortcomings to ensure success.

NOTE: Include this in the lesson plan. Responses to these questions can only
be made after this lesson is taught.

Components of a Lesson Plan

1. Lesson objective is a list of what students should be able to do after the

lesson is complete. Such goals help you to say easily if your lesson has
taught your students' new concepts and skills effectively. Pinning down
clear takeaways for a lesson can feel daunting, but you can break the
cycle into steps to do it in a breeze! You will use the SMART requirements in
the sense, of course, planning to assess your lesson objectives:
Is the objective specific?
Is the objective measurable?
Is the objective attainable by all students?
Is the objective relevant to your class and students?
Is the objective time based to align with your syllabus?

2. Intended Outcomes, Key Stage Standards, and Grade Level Standards

These are related requirements which are national, state, or school
standards which determine what to teach in a class. Any lesson you 're
teaching will help you fulfill those needs. Listing them in your lesson plans
helps you fulfill those criteria when concentrating on your class's end goal!

3. Lesson Materials – these are the things that get you ready to deliver your
lessons every day.
These are common types of lesson materials:
a. Student handouts
b. Textbooks
c. Visual aids
d. Grading rubrics
e. Activity packets
f. Computers / Tablets

4. Lesson Procedure – is an in-depth summary of how the classroom lesson

will proceed. The lesson procedure is step-by-step directions that will direct
you through everything from the moment students reach the classroom to
the end of the session until the bell rings.
4 Stages
1. Explore: Uncover a definition of a concept
2. Learn & practice: Discoveries apply to students
3. Reflect: Students test what they have learned
4. Reinforce: Students apply their skills to problem-solving scenarios
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5. Assessment Method – tests whether the students understood the

knowledge from the lecture and achieve the lesson objectives. It could be
in the form of formative or summative that varies from lesson to lesson. This
includes paper-pencil tests, hands-on activities, writing assignments, group
presentations, exit slips, and class journal entries.

6. Lesson Reflection – A lesson plan's lesson-reflection section allows

teachers to take notes about how to develop a lesson after it is finished. By
this point, your lesson has specific goals, a teaching plan, and a way to
measure learning for students. Yet if you don't consider objectively that
you've succeeded, then you're doing your future students a disservice!

For a list of lesson plan samples, please go to

[Link]

Learning
Activities

Activity 1: Oral Presentation

Directions: Make a session plan and instructional aid applying approach,
strategy, and technique and be ready for an oral presentation. (Refer to
Appendix B for the scoring rubric).

Activity 2: Formative and Summative Assessments

Directions: Create a sample formative and summative assessment tools
used in teaching Social Studies.

Activity 3: Lesson Plan Writing

Directions: Make a detailed lesson plan on a given topic in Social Studies.
(Refer to Appendix B for the scoring rubric)

Mastery
Test

Directions: Encircle the letter of the correct answer.

1. What approach is used to develop different skills between pupils, which

can be simple or complex?
a. process b. discovery c. inquiry d. integrated

2. What approach uses a theme and the lessons are localized?

a. conceptual b. thematic c. experiential d. interdisciplinary
 32

3. What is the best method to be used to answer contentious issues?

a. reporting b. discussion c. debate d. inquiry

4. How much weight in evaluating pupils' achievement is allotted to

performance task in Social Studies?
a. 30% b. 20% c. 60% d. 50%

5. What is the specific element used to measure student performance?

a. portfolio b. rubric c. project d. report
6. What method is used when a student is assigned to collect facts and
knowledge from a specific topic?
a. discussion b. reporting c. survey d. modular

7. What approach is used when students are learning while working with
others?
a. experiential b. constructivist c. collaborative d. contextualized

8. What strategy is used when students are looking for solutions to

problems/questions they have already developed?
a. expository b. thematic c. deductive d. enabling

9. Which of the following belongs to performance-based task?

a. essay writing b. journals c. news writing d. news reporting

10. What is a teacher's step by step guide which provides an essential

learning structure?
a. lesson plan b. class record c. module d. textbook

Performance-Based Task

Actual Teaching Demonstration

Directions: Demonstrate approved detailed lesson plans on a given topic
in Social Studies. (Refer to Appendix B for the scoring rubric).
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