TEACHING STRATEGIES IN SOCIAL STUDIES  Expository teaching is a lecture, presentation or telling

(Module 15) strategy used during instruction. The teacher is in control

of presenting the subject matter and directs the students
Expository Teaching Strategy. A teacher-centered through the lesson. A rule is presented with an example
approach where the instructor presents clear, structured and then practice is provided. The teacher focuses the
information through lectures, starting with general concepts students’ attention on the key points of the subject and
and moving to specific details. This method, also known as may use graphics, diagrams, or other representations to
deductive teaching, emphasizes key ideas and examples. elaborate on the subject.
 Generally, the expository teaching begins with an
Expository Teaching Procedure. The teacher controls the introduction and overview of the topic before providing
flow of information, beginning with an overview and then more specific information and detail. This expository
providing detailed content, often using visual aids to help strategy sets up the lesson and prepares the students for
students connect new information to prior knowledge. what’s to come. By moving from the general to the
specific, it allows students to understand the increasingly
Enabling Strategies for Diverse Learning Needs. Enabling detailed explanations of the information and link those
strategies cater to different learning styles, providing varied explanations to information that was presented
ways for students to engage with content: previously as part of the general overview.
 Unit Method: Content is divided into smaller units for
easier, sequential learning. Enabling Strategies
 Field Trip: Real-world experiences outside the  Enabling is defined as "providing with the means or
classroom enhance engagement and understanding. opportunity; making possible, practical, or easy; giving
 Lecture: A traditional method for delivering content, power, capacity, or sanction to."
best when well-organized and interactive.  Teachers may use variety of strategies which enable the
 Deduction Method: Starts with a general rule, followed learners to have opportunity to learn in different ways.
by examples, ideal for beginners. These also give an opportunity for teacher to choose
 Induction Method: Begins with specific examples, from array of strategies to cater the wide range of
leading students to form general rules, encouraging individual differences in learning.
critical thinking.
 Project Method: Students engage in long-term projects, a. Unit method
fostering critical thinking, collaboration, and real-world  The teacher divides the subject to be taught into
application of knowledge. different units first and then, teaches it one by one.
Textbooks may come with units to make teaching
Expository Strategy and learning easy.
 In this method, the teachers prepare their own set of
 Expository teaching strategy is basically direct units to give a personalized instruction of their
instruction. A teacher is in the front of the classroom convenience and by considering the understanding
lecturing and students are taking notes. Students are level of particular students in the class.
being told (expository learning), what they need to know.
 It involves presenting clear and concise information in a b. Field Trip
purposeful way that allows students to easily make  Students of all age group loves this method in
connections from one concept to the next. The structure teaching. An organized trip to a place which has a
of an expository lesson helps students to stay focused on significant relation with the subjects taught makes
the topic at hand. learning more interesting.
 Often, when students are discovering information on  It also helps to improve student-student and
their own, they can get distracted and confused by student-teacher interactions. It is an opportunity for
unnecessary information and have difficulty determining students to observe, ask questions and have an out
what’s important. Therefore, expository instruction is of the regular classroom experience.
one of the most common instructional strategies. Most  Often thought of as enrichment or reward activity,
educators believe students learn new concepts and ideas experiences outside the classroom enable students to
better if all the information they need to know is laid out extend classroom learning into real world locales,
before them. such as when visiting a natural or historical site,
 In expository teaching teacher gives both the principles exploring current trades and industries on-site, or
and the problem solutions. The teacher presents the working alongside an expert in a field of study.
student with the entire content of what is to be learned in  The experience is maximized for students when the
final form; the student is not required to make any purpose is clear, including how they will report on
independent discoveries. The usual verbal instruction of their observations, questions, and conclusions.
the lecture hall exemplifies expository teaching. It is
sometimes called deductive teaching because the teacher c. Lecture
often begins with a definition of concepts or principles,  This is the most commonly followed methods in
illustrates them, and unfold their implications. teaching in various educational institutions
throughout the country.
Expository Teaching Procedure  It is considered as the most ideal method for a
teacher to address large classrooms. Lecture refers
 to an oral presentation of lessons to a group of TEACHING STRATEGIES IN SOCIAL STUDIES
students. (Module 16)
 Research on the impact of lectures on achievement
is discouraging when compared to other methods of Enabling Teaching Strategies
instruction, but they can have positive applications:  Role Plays: Participants act out real-life situations,
presenting new content not available in textbooks, boosting self-confidence, empathy, and problem-solving
summarizing disparate points of view; focusing skills. Useful for improving techniques like interviewing
students on critical information. and resolving group conflicts. However, success depends
 Lectures should bridge from what is known to the on participant engagement, and it requires careful
new content, so the organization of a lecture is debriefing to address emotional reactions.
important: present a reasonable amount of  Debate: A structured argumentation exercise that
information, use examples and visuals strategically, develops critical thinking, research, and communication
summarize and connect points, check for skills. Prepares students to engage with opposing
understanding, and take advantage of technologies viewpoints, form reasoned arguments, and rebut others’
that allow students to learn from lecture material positions, enhancing verbal communication and
outside the classroom. cooperative learning.
 Tri-Question Method: Focuses on three key questions
d. Deduction Method in history or current events:
 A teacher begins his/her lesson with a 1. What happened?
generalization, a rule, a definition and end with 2. Why did it happen?
examples and illustrations or what is concrete. 3. What might be the consequences?
 In these methods of teaching, learners are given  Moral-Dilemma Method: Used for exploring personal
rules first followed by examples and after that, they and societal issues, involving story presentation, group
practice the lesson. discussions, value testing, and ethical analysis to explore
 It is helpful for lower level learners who require a dilemmas.
clear base to start a lesson.  Modular Method: Breaks content into self-contained
units that promote understanding and retention, allowing
e. Induction Method for self-paced learning, active participation, and
 In contrast to the deduction method, this is more like immediate feedback.
a student-centered approach. This is a reverse model  Oral Reports/Presentations: Students research and
of deductive method wherein a teacher begins present a topic orally, allowing teachers to assess
his/her lesson with the examples, with what is understanding, communication, and cognitive skills.
known, with the concrete and with details. It ends Presentations can be individual or group-based and often
with the students giving the generalization, involve visual aids.
abstraction and conclusion.  Oral Presentation Types: Includes individual or group
 In addition, examples are given first and the learners presentations, with benefits like improved public
are then asked to find the rules. They can detect or speaking, critical thinking, and teamwork. Teachers
notice patterns and work out a personalized rule. assess knowledge, problem-solving, communication,
Then a new theory can emerge from the data. and time management.
 Graphic Organizers: Visual tools that map
f. Project Method relationships between facts or ideas, helping students
 Project-based learning lets students to understand organize and understand complex information. Various
and to remember a subject for a longer period than types exist, each suited for different types of content.
just reading the textbook content.
 Spending on the subject for an extended period of Enabling Teaching Strategies
time lets them to go deeper into different areas.  Role Plays: In role plays, participants use their own
Working on a project improves their critical experiences to play a real-life situation. It increases the
thinking, collaboration, communication and self- participants’ self-confidence, give them the opportunity
management skills. to understand or even feel empathy for other people’s
 It addresses core content through rigorous, relevant, viewpoints or roles, and usually end with practical
hands-on learning. answers, solutions or guidelines.
 It gives students more choice when it comes to  Role plays are useful for exploring and improving
demonstrating what they know. interviewing techniques and examining the complexities
 Projects are typically framed with open-ended and potential conflicts of group meetings. They help
questions (How do we reduce our carbon footprint?) participants to consolidate different lessons in one setting
that drive students to investigate, do research, and/or and are good energizers.
construct their own solutions.  However, role plays can be time-consuming, and their
 Students use technology tools much as professionals success depends on the willingness of participants to take
do—to communicate, collaborate, research, analyze, active part. Some may feel that a role play is too
create, and publish their own work for authentic exposing, threatening or embarrassing. This reluctance
audiences. may be overcome at the outset by careful explanation of
the objectives and the outcome. Some role plays can
generate strong emotions amongst the participants. It is
therefore essential that a role play is followed by a
 thorough debriefing. This provides the opportunity for  Self-contained.
participants to raise and assess new issues.  Self-instructional
 Well defined.
Debate  Clearly defined objectives.
 Debate is a structured form of argumentations that  Concern individual differences.
requires participants to engage in research, develop  Association, structure sequence of knowledge.
listening and oratory skills, and thinks critically.  Systematically organized learning opportunities.
Debating can be employed as an instructional strategy  Utilization of a variety of media.
wherever the learning material and circumstances are  Active participation by learner.
open to opposing points of view. Debates may be viewed  Immediate reinforcement of responses.
or read to contribute additional perspectives on a  Mastery of evaluation strategy.
classroom topic.  Evaluation of the work.
 The use of debate as a teaching/learning activity requires
diligent inquiry and critical thinking. Oral Report/Oral Presentation
 The preparation for debate requires students to  An oral report consists of research that is delivered in
thoroughly examine and research the problem in person. It is usually done by a student presenting the
question and to use reason, logic, and analysis when assigned subject matter/topics to his/her classmates.
formulating opinions about the issue.  The goal of an oral report is to deeply develop students
 The debate itself provides the mechanism for the understanding of a given topic. It allows the
expression of opinions through persuasive arguments teacher/instructor to gauge a student’s understanding of
and prompt analytical rebuttals. Therefore, preparation a given topic and ability to formulate that understanding
for debate, and the debating process, incorporates the into oral discourse.
tenets of critical thinking.  Oral presentation is a teaching strategy or a form of
 Debate also can be used to develop verbal assessment that calls on students to use the spoken word
communication skills. to express their knowledge and understanding of a topic.
 Additionally, active participation in the learning process It allows capture of not only the research that the students
offers students a much-needed reprieve from the have done but also a range of cognitive and transferable
traditional lecture, listening, and note-taking format and skills.
fosters cooperative learning, motivation, achievement,
and self-fulfillment. Different types of oral presentations
 A common format is in-class presentations on a prepared
Tri-Question Method topic, often supported by visual aids in the form of
 A teaching strategy wherein teacher ask three main PowerPoint slides or a Prezi, with a standard length that
questions. It is employed in teaching history and current varies between 10 and 20 minutes. In-class presentations
events lessons. can be performed individually or in a small group and are
 Questions to be asked are: generally followed by a brief question-and-answer
1) What happened? session.
2) Why did it happen?  Oral presentations are often combined with other modes
3) What might be the consequences? of assessment; for example, oral presentation of a project
Moral-Dilemma Method report, oral presentation of a poster, commentary on a
 A teaching strategy that is employed in lessons involving practical exercise, etc.
personal and societal problems.
 Steps are: Group Presentations – There are substantial benefits to
1) Presenting the dilemma or problem through any of assigning presentations in groups. Groups encourage
the following: teamwork and help students get feedback from each
a) Story throughout the process of developing the presentation.
b) Set of questions Groups can prepare presentations during or outside of class.
2) Dividing an action Instructors should set standards for allocating the work so
3) Group discussion everyone knows what to expect: How long is each member
4) Class discussion expected to speak? How do you want the subject matter
5) Value testing divided?
6) Closing the discussion
Individual Presentations – The benefits of individual
Modular Method presentations include helping students to gain confidence
 Modules are teaching materials to be learned in graded while speaking on their own in front of a large group, or to
steps of difficulty in such a manner that the presentation take personal responsibility for critically understanding and
will result in efficient rate of understanding and retention responding to questions. In the process, students become
among learners. localized “experts” on certain subjects.
 Module is a unit of work in a course of instruction that is
virtually self-contained and a method of teaching that is Oral presentations, depending on the task set, can be
particularly useful in assessing:
based on the building up skills and knowledge in discrete
 knowledge skills and critical analysis
units.
 applied problem-solving abilities
 Characteristics of Module
 ability to research and prepare persuasive arguments
 It should be independent.
  ability to generate and synthesize ideas  Key Components:
 ability to communicate effectively o Empathy & Respect: Recognizing boundaries.
 ability to present information clearly and concisely o Communication: Voice, body language, eye
 ability to present information to an audience with contact.
appropriate use of visual and technical aids o Engagement: Active participation in discussions.
 time management o Response to Texts: Engaging with different
 interpersonal and group skills content.
 When using this method, a teacher is likely to aim to o Questioning: Asking and answering questions.
assess a combination of the above to the extent specified
by the learning outcomes. It is also important that all 2. Interpersonal Skills
aspects being assessed are reflected in the marking  Effective interaction and relationship-building.
criteria.  Key Skills:
o Active Listening: Focused engagement.
In the case of group presentation, a teacher may also assess: o Dependability: Fulfilling commitments.
 level of contribution to the group o Empathy: Understanding emotions.
 ability to contribute without dominating o Leadership: Guiding others with patience.
 ability to maintain a clear role within the group. o Teamwork: Collaborating effectively.

Graphic Organizers. A graphic organizer is a visual and 3. Information Processing Skills

graphic display that depicts the relationships between facts,  Receiving, analyzing, and storing information.
terms, and or ideas within a learning task. Graphic organizers  Key Skills:
are also sometimes referred to as knowledge maps, concept o Focusing: Addressing situations.
maps, story maps, cognitive organizers, advance organizers, o Information Gathering: Collecting data.
or concept diagrams. o Memory: Encoding and recalling info.
o Organizing: Categorizing information.
Types of Graphic Organizers
Graphic organizers come in many different forms, 4. Conceptual Skills
each one best suited to organizing a particular type of  High-level problem-solving and understanding
information. The following examples are merely a sampling abstract concepts.
of the different types and uses of graphic organizers.  Key Skills:
o Decision-Making: Efficient problem-solving.
1) Descriptive or Thematic Map. A Descriptive or o Motivating Others: Encouraging progress.
Thematic Map works for mapping generic o Professionalism: Acting with integrity.
information, but particularly well for mapping o Innovation: Creative problem-solving.
hierarchical relationships. o Technical Skills: Specialized task knowledge.
2) Network Tree. Organizing a hierarchical set of
information, reflecting superordinate or subordinate 5. Problem-Solving Skills
elements, is made easier by constructing a Network
 Identifying issues and finding solutions.
Tree.
 Key Skills:
3) Spider Map. When the information relating to a
o Research: Understanding problems.
main idea or theme does not fit into a hierarchy, a
o Analysis: Evaluating solutions.
Spider Map can help with organization.
o Decision-Making: Choosing the best action.
4) Problem and Solution Map. When information
o Communication: Explaining solutions.
contains cause-and-effect problems and solutions, a
o Dependability: Ensuring solution
problem and Solution Map can be useful for
implementation.
organizing.
5) Continuum Scale. Continuum Scale is effective for
6. Critical Thinking Skills
organizing information along a dimension such as
 Analyzing information and solving problems with
less to more low to high, and few to many.
logic.
6) Series of Event Chain. A Series of Event Chain can
help students organize information according to  Key Skills:
various steps or stages. o Observation: Identifying issues.
7) Cycle. A Cycle Map is useful for organizing o Analytic Thinking: Assessing data.
information that is circular or cyclical, with no o Inference: Drawing conclusions.
absolute beginning or ending, o Communication: Explaining findings.
8) Human Interaction Outline. A Human Interaction o Problem-Solving: Using analysis to address
Outline is effective for organizing events in terms of challenges.
a chain of action and region.
7. Decision-Making Skills
MAJOR TYPOLOGY OF SOCIAL STUDY SKILLS  Making informed choices from alternatives.
(Module 17)  Key Skills:
o Problem-Solving: Choosing solutions.
1. Interaction Skills o Leadership: Guiding decisions.
 Effective communication and understanding of others. o Reasoning: Weighing pros and cons.
o Intuition: Using instincts.
 o Teamwork: Collaborating for decisions. 4) Leadership. Leadership is a crucial interpersonal skill
o Emotional Intelligence: Using emotions to guide that entails making sound decisions. When making
action. judgments, effective leaders use a variety of
o Creativity: Unique solutions. interpersonal abilities, such as empathy and patience.
o Time Management: Efficient decision-making. 5) Teamwork. The ability to work together as a team.
o Organization: Prioritizing decisions. Teamwork involves many other interpersonal skills like
communication, active listening, flexibility and
8. Time Management Skills responsibility.
 Prioritizing and managing time effectively.
 Key Skills: Information Processing Skills. Information Processing can
o Planning: Task organization. be used in a number of different ways in a learning
o Scheduling: Allocating time. environment. In a classroom context, students are constantly
o Efficiency: Working quickly and well. learning and using memory processes to store the knowledge
o Flexibility: Adapting to changes. that the instructor is providing. They're also actively looking
for the knowledge they'll need for the lesson. From the
9. Creativity Skills perspective of the instructor, Information Processing is
 Thinking innovatively to generate ideas and solve employed to assist students in improving their skills and
problems. comprehending the material. Testing students' attention,
 Key Skills: information gathering, remembering, and organizing skills is
o Making Connections: Integrating ideas. a fantastic technique for teachers and instructors to hone their
o Asking Questions: Challenging methods. information processing skills.
o Observations: Learning from surroundings.
o Networking: Collaborating with others. Example of Information Processing Skills
o Experimenting: Testing unconventional ideas.  Focusing skills involve the determination of a situation
and the establishment of the appropriate ways to address
Interaction Skills it.
 May help individual (learner) effectively recognize and  Information gathering skills involve the collection of
understand the abilities and boundaries of others. information around the situation and the formulation of
Positive interactions require empathy, listening and questions that will clarify it.
respect.  Remembering skills involve encoding and recalling,
 Use interaction skills including listening while others which are both directly linked to mnemonics.
speak, using appropriate voice levels, articulation and  Organizing skills include comparisons, categorization,
body language, gestures and eye contact. sequencing and visual, verbal or symbolic
o learning how to use different voice levels representations.
appropriate to a situation, for example, learning
about 'inside voices' and 'outside voices' Conceptual skills. It allows individual to come up with
o participating in speaking and listening situations, solutions for high-level theories, concepts, and issues. These
exchanging ideas with peers in pairs and small abilities also entail approaching difficult situations with a
groups and engaging in class discussions creative, imaginative mind-set. It is easier to comprehend
o listening to others and contributing ideas complex or complicated ideas when you have conceptual
o listening and responding to oral and multimedia skills.
texts including rhymes and poems, texts read aloud
and various digital texts Examples of Conceptual Skills
o asking and answering questions using appropriate  Decision-making skills involve the ability to solve
intonation problems quickly and efficiently. To develop these skills,
one must have good attention to detail, the ability to
Interpersonal Skills. These are abilities an individual relies analyze and show resourcefulness when facing a
on when interacting and communicating with others. These problem.
abilities include the ability to communicate with others and  Interpersonal skills can involve any number of abilities
form bonds with them. It is also known as people skills; they associated with interacting with other people.
tend to incorporate both innate personality traits and how a
person learned to handle certain social situations. a. The ability to motivate others. If you have
excellent motivational skills, you may spot areas
Example of Interpersonal Skills that could use improvement and approach these
1) Active listening. Active listening entails paying areas in constructive ways.
attention to others in order to gather information and b. Professionalism in your role. Professionalism
engage with the speaker. While conversing with others, involves acting with honesty and integrity and
active listeners avoid distracting actions. maintaining your composure in the face of
2) Dependability. Dependable people can be counted on in challenges. Professionalism includes the ability to
any circumstance. This might range from being on time take the initiative, provide exceptional support with
to following through on promises. a positive attitude and exhibit strong moral values in
3) Empathy. An individual’s emotional intelligence is how all situations.
well they understand the needs and feelings of others. c. An innovative approach. A person who is willing
to innovate is more likely to lead the pack, rather
 than fall behind. Some examples of innovation figure out why something is bothering them. Based on
include developing new and improved solutions, their past experiences, they may even be able to forecast
redesigning or implementing new systems to when a problem would develop.
improve functionality and productivity, identify  Analytic Skills. Analytical skills are required once an
shortcomings and generate fresh ideas. issue has been recognized. Knowing what facts, data, or
information regarding the problem are significant is
 Technical skills are the knowledge or abilities needed to crucial to being able to analyze and successfully evaluate
perform specific tasks. When those specific tasks require a scenario. This frequently requires acquiring neutral
to work with a piece of technology or equipment or to research, asking pertinent questions about the data to
use a certain technique assure accuracy, and honestly evaluating the findings.
 Inference. Inference is an ability that entails forming
Problem Solving Skills. Problem-solving skills help you conclusions based on the data you collect, and it may
determine the source of a problem and find an effective necessitate technical or industry-specific expertise or
solution. Although problem solving is often identified as its experience. When you make an inference, you're
own separate skill, there are other related skills that contribute attempting to come up with answers based on a restricted
to this ability. amount of knowledge.
 Communication skills. The process of exchanging and
Examples of Problem Solving Skills receiving information with others verbally, nonverbally,
 Research Skills. Problem solving necessitates the ability and in writing is referred to as communication skills.
to conduct research. As a problem solver, you must be When it comes to explaining and discussing concerns
able to identify and comprehend the root cause of the and possible solutions with others in an organization or
problem. By discussing with others, consulting more group, communication skills are integral.
experienced individual or learning expertise through
online research or classes, the person might begin to Problem Solving Skills. The process of obtaining,
gather additional information about a problem. evaluating, and conveying information in order to develop
 Analytical Skill. To solve any problem, the first step is and troubleshoot solutions is referred to as problem solving
to assess the circumstance. Analytical abilities will aid in skills.
the understanding of problems and the development of
efficient solutions. During research, an analytical skill is Decision-Making Skills. Decision-making skills show the
required to distinguish effective and ineffective person’s proficiency in choosing between two or more
solutions. alternatives. He/she can make decisions once there is
 Decision-making Skills. It will be necessary to make a processing of all the information available and speak with the
decision on how to deal with any problems that develop. right points of contact involved in a certain situation.
Those with less experience can benefit from strong
research and analytical skills. It may also be necessary to Examples of Decision-Making Skills
take some time to come up with a solution or to elevate  Problem-solving. Individuals can use problem-solving
the problem to someone who is better equipped to handle skills to make important life decisions. Different points
it. of view must be taken into account in order to consider
 Communication Skills. When looking for potential all of the aspects that must be considered in order to make
solutions, it's important to understand how to explain the an informed conclusion. Separating emotions from talks
issue to others. When seeking assistance, it is critical to with people who may have an impact on decision-
understand which communication channels are most making is essential. The key to having good problem-
suited. Once a solution has been established, clearly solving skills is to be able to make judgments quickly and
conveying it will help to eliminate any uncertainty and effectively, which necessitates conducting research and
make implementation easier. paying close attention to detail in order to match the facts
 Dependability. Dependability is one of the most to the issue at hand.
important skills for problem-solvers. Solving problems  Leadership. The act of organizing various people within
in a timely manner is essential. Highly valued individuals an organization is defined as leadership. A good leader
can be trusted to identify and implement solutions as fast can bring people together to agree on a particular course
and effectively as possible. of action. Working with people to appraise the present
and motivate them to realize their goals after a decision
Critical Thinking Skills. Critical thinking abilities enable is made is what leadership entails.
individuals to comprehend and respond to circumstances  Reasoning. One of the most important abilities for
using all available facts and data. It is the process of analysing making an informed decision is reasoning. Before taking
information in order to fully comprehend a subject or topic. any action, it is vital to weigh all of the benefits and
Collecting facts and data, asking intelligent questions, and drawbacks of each option. This is the most effective
analyzing viable answers are all part of the critical thinking technique to reason about the present and plan for the
process. future while remaining objective and grounded. There is
a need to consider all accessible and relevant data points
Examples of Critical Thinking Skills that will assist the person in reaching a decision and
 Observation Skills. The ability to observe is the taking a position on the decision.
foundation for critical thinking. People who are keen  Intuition. Intuition is the ability to make decisions based
observers can detect and recognize a new problem on one's own instincts. Instincts are formed by prior
immediately. Those who are good at observing can also experiences and underlying beliefs held by a person. The
 sum of one's experiences and the lessons learnt from Being in the company of people from all walks of life can
them are important considerations in making decisions. open one's mind to new ideas and encourage creative
It is necessary to link one's instincts to probable actions thinking. Working with people who have various viewpoints
and determine whether the conclusion is reasonable and on the world can assist a person obtain new insights into his
actionable. or her profession.
 Teamwork. Collaborate with others is a requirement to Experimenting
make a sound decision. The ability to work with a team A creative individual is willing to put any concept to the test
determines the results the person may earn, and the and see if it works, no matter how unconventional it may be.
number of people affected by the decision made by the Failure is viewed as an opportunity to grow and learn. To
team. develop this skill, continue working on a problem, altering
 Emotional intelligence. Emotional intelligence allows a and rethinking ideas until you find a solution to develop this
person to be more aware of his or her feelings and skill.
communicate them in a way that motivates action.
Emotions should serve as a springboard for inspiration EVALUATION AND ASSESSMENT IN
about a certain cause or objective that inspires the person. SOCIAL STUDIES (Module 18)
 Creativity. To come up with unique solutions, creativity  Assessment involves gathering information to measure
combines rational and emotional thinking. During student performance, understanding, and skills through
meetings, use creativity to structure the conversations, methods like tests, observations, and assignments. It
such as allocating time to ensure that everyone's voice is helps track learning progress and evaluates both students
heard. Consider holding brainstorming sessions to boost and teaching effectiveness.
creativity and get useful feedback.  Evaluation, on the other hand, involves making
 Time management. Since decisions need to be made judgments about the results of assessments. It helps
quickly, there is a need to outline the amount of time ensure teaching quality, clarify learning objectives, and
spent to make decision. Always work within the confines guide instructional decisions by analyzing the
of situation, but time management leads to proper appropriateness and effectiveness of assessment
structuring of decisions. outcomes.
 Organization. Organization is vital in making final  Diagnostic Evaluation focuses on identifying learners'
decision. Use this skill to find out what results we are weaknesses before instruction to address learning
looking for and if it's a top priority. difficulties and guide remedial actions.
 Formative Assessment occurs during learning,
Creativity Skills. The ability to think about a task or an issue providing feedback to adjust teaching strategies and
in a new or unusual way, or the ability to use one's improve student understanding.
imagination to come up with fresh ideas, is referred to as  Summative Evaluation takes place at the end of a
creativity. Creativity allows a person to tackle hard learning period to assess the overall effectiveness of
challenges or come up with novel approaches to activities. teaching and inform future decisions.
When someone is creative, he or she sees things from a
different perspective. He or she has the ability to recognize Difference between Assessment and Evaluation
patterns and develop connections in order to uncover Assessment
opportunities.  The way students demonstrate understanding of
concepts, mastery of skills, and knowledge of and ability
Examples of Creativity Skills to utilize information. Assessment devices include, but
Making connections. If a person is creative, he or she may not limited to, teacher-designed and standardized tests. It
be able to integrate disparate ideas and use those connections is also used to evaluate students, performance, teacher
to solve issues. Something that is read or something someone effectiveness, and the success of curricula and programs
says makes the person think about the problem differently and (Singer, 2003).
see it in a new light. Being in a new setting or seeing  Answers the question, “How well does the individual
something for the first time can help you make connections perform?” Assessment is viewed as the collection and
that will help you see chores in a new light. interpretation of all information gathered about a student.
Asking questions. Being creative permits a person to Assessments can include everything from informal
embrace challenges or conventional knowledge in some classroom observations to nationwide achievement tests
cases. One can wonder why he or she is performing a work in (Banks, 2005).
a given manner or why specific processes are required. Even  The process of gathering evidences of students’
if the justification is no longer valid, everyone is accustomed performance over a period of time to determine learning
to doing things in this manner. This enables the individual to and mastery of skills. Such evidences of learning can
seek out better ways to complete the assignment or to alter take the forms of dialogue record, journals, written work,
the procedures to make them more relevant. portfolio, tests entries, presentations, research papers,
Making observations. Observing the world around one can essays, story written, tests results, etc. (Navarro &
lead to the discovery of new methods of doing things. Santos, 2012).
Observing how others work can motivate you to think of
methods to make your own work more efficient. The way Evaluation
someone approaches a task may provide insight into how to
 The specific process of describing and making
assist someone else who is completing a similar work.
judgements about assessment. It is important to
Networking. When a person is creative, he or she is more
reemphasize that not all assessments are evaluative.
likely to enjoy a diverse company and network with others.
When we make judgements and decisions about
 assessments, such as assigning grades, we are making deficiencies so that the appropriate interventions can be
evaluations (Banks, 2005). done. Formative evaluation may also be used in
 a method of acquiring and processing the evidence analyzing learning materials, students learning and
needed to improve the student’s learning. Evaluation is achievements and teacher effectiveness.
an aid in clarifying the significant goals and objectives  Formative Evaluation aims is to provide both the
of education as a process of determining the extent to students and teacher with a gauge of where their level of
which students are developing in the desired ways. It is understanding is at the current moment and enable the
also a system of quality control in which it may be teacher to adjust accordingly to meet the emerging needs
determined to each step in the teaching-learning process of the class. Through this type of evaluation, the teacher
whether the process is effective or not, and if not, what may analyze whether there is a need to re-explain that
changes must be made to ensure its effectiveness before concept in different way, if there is a need to change the
it is too late (Bloom, 1971). pedagogical approach to let the students engage with the
 It originates from the root word “value” and so when we teaching-learning process.
evaluate, we expect our process to give information  Formative evaluations aim to gain quick feedback about
regarding the worth, appropriateness, goodness, validity the effectiveness of current instructional strategies with
or legality of something for which a reliable the explicit goal of enhancing teaching during the target
measurement has been made. It is also the process course. The focus of formative evaluation is on soliciting
designed to provide information that will help the teacher feedback that enables timely revisions to enhance the
to make judgement about a particular situation. The learning process.
result of evaluation is to adopt, reject, or revise has been  What differentiates formative evaluation from other
evaluated (Navarro & Santos, 2012). types of evaluation is the role of feedback obtained; this
feedback enables teachers to modify instructional
What is Diagnostic Evaluation? activities midstream considering their effectiveness,
 Diagnostic evaluation has a placement function and takes impact, and value. Because formative evaluations are
place before instruction. It may be used to determine the designed to guide the teaching process – and are not used
presence of prerequisite skills, to determine the learners’ as outcome indicators – they are generally individualized
prior level of mastery or to classify the learners’ evaluations that are under the control of the teacher and
according to various characteristics related to instruction. target specific instructional issues or concerns.
Diagnostic evaluation may also be used to determine Formative evaluations may include any targeted attempt
underlying causes of learning difficulties. to gain feedback for the purposes of enhancing
 Diagnostic evaluation means to diagnose or discover the instruction during the teaching and learning process.
students’ difficulties while learning and assess the  Formative evaluations provide the following:
problem accurately. A diagnostic test is performed to  Insight on pedagogical strengths and challenges in
disclose weaknesses and strengths to themselves. This relation to specific course concepts
evaluation helps the student in knowing their personality,  Guidance to improve teaching strategies
their weak points. This will further help them to  A means of monitoring progress or growth in
understand what kind of a learner they are and how they teaching effectiveness
should approach learning.  Diagnostic information concerning the impact of
 The priority for which diagnostic evaluation is to get into instructional practices
the root cause of the problem and find an accurate  A nonthreatening environment to identify and
remedy. It’s a wrong assumption that repeatedly teaching correct challenges in instruction (Chatterji, 2003)
the same lesson will make the student understand much
better. Instead of focusing on making students For formative evaluation to be effective…
understand, teachers must understand and diagnose the  It must be goal-directed with a clear purpose, provide
cause of students not grasping the information. For this feedback that enables actionable revisions, and be
teacher must carry out the said evaluation and take implemented in a timely manner to enable revisions
remedial actions. within the active teaching-learning cycle.
 Diagnostic evaluation may include…  It is focused on a specific instructional strategy or
 administration of standardised achievement concern. Focused formative evaluations produce more
tests, specific, targeted feedback that is amenable to actionable
 standardised diagnostic tests, change.
 teacher-made tests,  Formative Evaluation may be taken from a variety of
 observation and forms such as…
 checklists.  practice quiz,
 class discussion (Socratic method),
 After diagnosing the error, the student must not be left  individual activities,
unattended. Proper remedial instruction must be provided for  group activities,
the betterment of the circumstances.  homework

What is Formative Assessment? What is Summative Evaluation

 Formative Evaluation focuses on process. The results of  Summative Evaluation is a method of judging the worth
formative evaluation give opportunities to the teachers of a program at the end of the program activities. It is
and learners how well the objectives of the lesson are designed to determine the effectiveness of an activity
being attained. Its main objective is to determine based on its stated purposes.
 Summative evaluations emphasize an overall judgement
of one’s effectiveness in teaching. It is conducted at the
end of a chapter, unit, course or program, the focus of
summative evaluations is to measure and document
quality indicators for decision-making purposes.
Although information gained from summative
evaluations may be used to improve future teaching
performance, the information is not provided in a timely
fashion to provide opportunities for revision or
modification of instructional strategies while the
teaching and learning is still in progress.
 Summative evaluations are designed to measure
teacher’s performance following a sustained period of
teaching with the focus on identifying the effectiveness
of instruction. Summative evaluations provide a means
of accountability in gauging the extent to which a teacher
meets the institution’s expectations for teaching.
Because summative evaluations are a central component
of gauging instructional effectiveness, the high-stakes
nature mandates that these evaluations are valid and
reliable.
 Summative evaluations provide the following:
 Information concerning teacher’s adherence to
teaching expectations
 A basis for comparing teacher’s performance to
reference groups and external performance criteria
 A means of determining the effectiveness of
instructional activities
 Objective information for determining course
assignments
 Gives information about strengths and weaknesses
in instructor performance
 Provide data to determine achievement of
departmental or curriculum performance
expectations
 Summative evaluation could be based on students’
performance through the following:
 summative test,
 portfolio
 performance tasks (individual or group)