05

Methodology
in Teaching
Social Studies
Definition of Essential Terms
Teaching approach
refers to the general principles, or pedagogy used for classroom
instruction.
Teaching methods consist of principles and approaches that are used by
teachers in presenting the subject matter

Teaching method
A method gives rise to approach, the way of teaching something, which use
classroom activities or techniques to help learners learn. Examples of a
teaching approach include the cognitive, behaviourist and constructivist
approach to learning.

Teaching strategy
a careful plan of teaching activities to be undertaken which ensures effective
teaching and learning. Teaching strategies refer to the approaches used by
teachers to achieve the goals and objectives of the lessons.

Teaching techniques
unique ways of carrying out a particular task, in the teaching and
learning process.
Teaching Approach
1. Teacher-centered approach to learning
Teaching Approach
2. Student-centered approach to learning
 Teaching Teachin Teaching Strategy Teaching
Approach g Technique
Method

Constructivist Child- Small group Pair work,

and cognitivist centere discussion, discussions,
approach to d demonstration, buzz snowballing,
learning method groups, etc. collaborating,
etc.
Objectivist Teacher- Lecture method, Lectures, talks,
approach to centere whole class conferences,
learning d discussion, whole symposium,
method class presentations, etc.
etc.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
1. Discovery Learning
This approach is defined as any activity that a
teacher designs to assist pupils find solutions to a
certain topic through problem solving, according to
the book. Rather of lecturing on a subject or assigning
a single piece of literature, the instructor gathers a
variety of materials for pupils to examine and make
their own conclusions from.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
Inductive Discovery Steps
1. Presenting the following: specific examples, instances
for observation, discussion
2. Identifying attributes of the common elements
3. Discussing the elements of other examples
4. Noting the common elements among given examples
5. Stating a main idea based on common elements
6. Checking the main idea against new examples.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES

Deductive Discovery
1. Presenting a main idea that can be checked against
evidence.
2. Finding supporting evidences or examples for the
main idea.
3. Stating why the evidence or proof of the main idea
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
2. Process Method
According to this concept all activities of the classroom are
considered as a set of processes. Process approach has become a
key element of quality educational achievement.

An example of Process approach is the Laboratory method

● Laboratory Method is a set of first hand learning
activities wherein the individual investigates a problem,
conducts experiments, observes processes, or applies
theories and principles in a simulated setting. We use
this method to cultivate students’ skills in the basic
science process, to enhance higher order thinking skills
and to induct learners to scientific processes.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
3. Inquiry Method
Inquiry method is a process by which pupils are made
to identify a problem in a society, examine and
analyze it by collecting data and interpreting the
data.

An inquiry approach is a teaching strategy that

engages the students in a process of rational
investigation and conceptualization.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
The mode of approach are as follows:
a. Formulating hypothesis is a tentative guess
to a problem.
b. Experience

c. Formulating a problem
d. Exploration and Evidencing
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
Types of Inquiry Approach
● Discovery learning in social studies classroom
engages the students in activities designated to help
them explore the environment with the aim of
assimilating new concepts, principles and new
information.

● Inductive Approach: The learner proceeds from

known to unknown things. This method is more
suitable for children since it allows them to proceed
from what they already know to that which they do
not know in the environment.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
Types of Inquiry Approach

● Deductive Inquiry: In this approach to inquiry, the

teacher presents a generalization principle or concept
and then engages the students to help understand the
concepts. For example, in teaching the differences
between (material and non-material aspects of culture
the lesson begins with an explanation of material
culture.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
4. Multimedia Method
It is about the use of blended learning approach where
technology becomes transparent an in which the student
and teacher can flip between pen and paper to online tools
for capturing digital data and to share information among
themselves and peers.

It is the innovative use of digital tools and technologies

during teaching and learning, and is often referred to as
Technology Enhanced Learning (TEL) or e-learning.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
5. Value-clarification Technique
Action Health incorporated (2002) define value clarification as
an approach used to help individuals recognize their own
values and affirm them publicly. In other words, it is the
ability to take a position on a value and defend it.

Values clarification approach is a teaching strategy in social

studies that engages students in a rational process aimed
at taking defensible actions that would further improve the
quality of life of its citizenry.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES

4-Value Clarification Technique in the

Classroom Setting
1. Brainstorming
2. Open-ended questions
3. The value sheets
4. Debates
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
Advantages of Value Clarification Technique
a. Social studies students gain skills in the value
process
b. Value clarification approach is useful in personal
growth and in the development of one’s identity
c. It promotes team-building and conflict resolution in
the classroom
d. It stimulates among student’s active search for
relevance
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
Disadvantages of Value Clarification Technique
a. First, it will be difficult to identify values that are common
to various individuals and society because values are
personal.

b. Values are dynamic and not static, that means that

individual or group values change over time as a result of
technological, economic and political changes in a society.
c. The use of the approach would be time consuming.
d. Value clarification approach may generate noise and
confusion if teacher does not manage the lesson well.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
6. Mastery Learning
● Mastery learning seeks to solve the constraints of
teacher-centered approaches by moving away from
traditional learning strategies. Before going on to the
next level, pupils must fully grasp a subject, regardless of
the time or resources required (Chargois, 2013).
● This approach requires teachers to customize the
learning experience of their pupils, allowing some
students to have extra time to grasp the lesson or
develop a specific ability.
 METHODOLOGY IN TEACHING SOCIAL
STUDIES
6. Eclectic Method
● Eclecticism is defined as the blending of
information from several sources.
● Eclecticism is a philosophical approach that does
not adhere to a single paradigm or set of
assumptions, but instead draws on a variety of
theories, styles, or ideas to obtain more
insights into a subject, or applies numerous
theories, styles, or ideas.
 05
TEACHING
STRATEGIES
 Identifying Effective Teaching

1. Classroom Management
Ø A teacher must develop a good managerial technique. They
make students know what they expect; they need students to
know what to do if they need help; they impose rules and follow
through with reminders and rewards; and they don’t respond to
discipline problems emotionally.

2. Direct instruction
Ø A teacher must have a clear, systematic method of teaching
called direct instruction or explicit teaching. A teacher proceeds
small steps, ask questions, and checks for understanding and
provides systematic feedback or correction.
Identifying Effective Teaching
3. Time on task
Ø A teacher must provide the students with relevant
academic activities and sees to it that students spend an
adequate amount of time actually engaged in those
learning activities.
4. Questioning
Ø Appropriate questions are asked to ensure participation
and facilitate mastery of academic content. Questioning
focuses on facts and abstract thinking.

5. Comprehension instruction
Ø Appropriate questions are asked to ensure participation
and facilitate mastery of academic content. Questioning
focuses on facts and abstract thinking.
Identifying Effective Teaching

6. Level of cognitive instruction

Ø Effective teachers try to move toward high-order
thinking skills and independent learning by
motivating students to learn and by using
appropriate materials and activities.
7. Groupings
Ø Small groups and individualized instruction are
used by effective teachers.
 How can we select a teaching
strategy?
1. BEGIN WITH OBJECTIVES

2. ALIGN YOUR TEACHING STRATEGIES TO THE

OBJECTIVES

3. ALIGN YOUR ASSESSMENT STRATEGY TO THE

OBJECTIVE.

4. MAKE MODIFICATIONS TO THE TEACHING

STRATEGIES AND ASSESSMENTS AS YOU GET TO
KNOW YOUR STUDENTS AND THEIR STRENGTHS.
 STRATEGIES IN TEACHING SECONDARY SOCIAL
STUDIES

(2) ENABLING STRATEGIES (Exploratory

(1) EXPOSITORY Strategies- under the Experiential
STRATEGIES (Under Approach)
Direct or Expositive
A. Inductive
Approach) B. Discovery
C. Problem-solving
A. Direct Instruction D. Project
B. Deductive method E. Laboratory
C. Demonstration F. Inquiry teaching
D. Expository or G. Cooperative learning strategy
Didactic metacognitive approach
H. Metacognitive
I. Constructivist
J. Reflective Teaching
K. Peer Tutoring/ Peer Teaching
L. Partner Learning
(1) EXPOSITORY STRATEGIES (Under Direct or
Expositive Approach)

Expository
teaching is
essentially one-on-
one education.
Students are
taking notes while
a teacher lectures
in the front of the
room.
 (1) EXPOSITORY STRATEGIES (Under Direct or
Expositive Approach)

A. Direct Instruction

What A way of teaching which is aimed at helping

students acquire some basic skills and
“procedural knowledge”. It is straightforward
and is done in a step-step-manner.

When to When the emphasis is on how to execute the

use steps of the entire procedure
 A. Direct Instruction

Charact 1. The approach is teacher-directed.

eristics 2. The emphasis is on the teaching of a skill. Each
step must be mastered, hence the students gain
“how” rather than “what”. It is termed procedural
knowledge.
3. Taught in a steby-by-step fashion, it ensures
the learning of the entire procedure with no step
missed.
4. Lesson objectives include easily observed
behaviors that can be measured accurately.
5. Thus is a form of learning through imitation,
 A. Direct Instruction

Guideline 1. The student must be given ample time for

s for practice
2. They must be included in the planning stage
Effective
since this method is highly task-oriented and
Use aimed at mastery of every step.
3. Describe the testing situation and specify the
level of performance expected.
4. Divide complex skills and understanding into
subskills or into its component steps so they can
be taught easily and with precision.
 A. Direct Instruction

Guidelin 5. Design own strategy in teaching each skill

es for which will eventually contribute to the learning
of the entire skill.
Effective
6. Before the demonstration, carefully
Use rehearse all steps.
7. Assign practice for short period of time.
8. Provide feedback and encouragement
through praises.
9. Be able to construct good performance-
based tests.
 A. Direct Instruction

Steps 1. Provide the rationale and objectives of the

lesson
2. Demonstrate the skill
3. Provide guided practice
4. Check for understanding and provide
feedback
5. Provide extended practice and transfer.
6. Focus on performance evaluation rather than
on pencil-paper test.
 (1) EXPOSITORY STRATEGIES (Under Direct or
Expositive Approach)

B. Deductive method

What Process of teaching that starts with a rule or

general statement that is applied to specific
cases/examples.

When to When pupils/students are asked to test a rule,

use further develop it, to answer questions or to
solve problems by referring to laws, principles,
and theories
 B. Deductive Method

1. Statement of the problem-state real-life cases,

Steps situations, and problems
2. Statement of a generalization or rule- recall two or
more generaliations, rules, definitions, or principles.
Then, select on which will be the solution to the
problem.
3. Apply the rule—test the rule to specific cases o
problems
4. Further
Further verification
verification
of of
thethe
rule—try
rule—try
outout
thethe
rule
rule
using
other examples.
using other examples.
 B. Deductive Method

Advantage 1. Coverage of wider scope of subject matter

s 2. No bother on the part of the teacher to lead
learners to the formulation of the generalization
or rule.
Disadvantag 1. It is not supportive of the principle that
es learning is an active process
2. Lesson appears uninteresting at first.
 (1) EXPOSITORY STRATEGIES (Under Direct or
Expositive Approach)
C. Demonstration

What Telling and showing method performed usually by a

teacher or trained student while the rest of the class
become observers.

When to [Link] process is significant but apparatus needed is

limited
use
[Link] school lacks facilities for every student
[Link] equipment is too sophisticated, expensive,
dangerous
[Link] lesson requires skill in investigative procedure or
technical know how
 C. Demonstration

Steps 1. Preparation, motivation, clarifying objective

2. Explaining concept, theory, process,
performance
3. Demonstration of correct process involved
in a theory or performance
4. Discussion/practice (feedback on elements
of process)
5. Transfer to “real world”
 C. Demonstration

1. It follows a systematic procedure, hence, students

Advant will be able to learn from well-tried procedure
ages since the demonstrators are selected an adjudged
to be skilled,
2. The use of expensive equipment and machines
will be maximized.
3. Possible wastage of time, effort, and resources will
be avoided since the demonstration is supposed
to be well-planned in advance
4. It will not result to trial and error learning as what
happens with unplanned learning activities.
 C. Demonstration

Advant 5. The findings are reliable and accurate

since the procedure has been tried before
ages
6. The value of confidence is developed
among the demonstrators for such hands-on
demonstration.
7. Curiosity and keen observing are instilled
among the observers.
 (1) EXPOSITORY STRATEGIES (Under Direct or
Expositive Approach)
D. Expository or Didactic

Wha A telling method here facts,

concepts, principles, and
t generalization are stated,
presented, defined, interpreted
by the teacher, and followed by
the application or testing of
these concepts, principles, and
generalizations in new
examples generated students. [Link]
 D. Expository or Didactic

When 1. When there is an immediate need of a

relevant information
to use
2. When information is not available and time
can be saved by the teacher directly telling it.
3. When an idea or principle can best be learned
only by explanation
4. When the source material is not accessible to
the students
 D. Expository or Didactic

Step 1. Teacher presents concepts and definition

2. Teacher presents and links concepts with
related higher concepts
3. Teacher presents positive and negative
examples
4. Students classify examples as either positive
or negative.
5. Students provide additional examples.
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

A. Inductive Method

What ● An exploratory method of logic where one

arrives at a fact, principle, truth or
generalization
● Studying: observing, comparing many
instances or cases in several instances to
discover the common element and form
generalization
● ·Formulating: conclusion, a definition, a rule,
a principle, or a formula based on
knowledge of examples and details
 A. Inductive Method

When to 1. When the rule, concept, truth, principle or

use generalization is important enough to justify
the time devoted to the lesson
2. When the pupil has the ability to form and
state the rule, principle, truth of
generalization by themselves through
comparison and abstraction of instances
 A. Inductive Method

Steps 1. Preparation
● Set an apperceptive basis by reviewing old
facts or lessons that can be utilized as
background for the new lesson.
● Motivate by arousing the need to achieve
the objective.
● State the aim which may be in the form of
a problem or goal statement.
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

B. Discovery Method

What ● A method in which thoughts are

synthesized to perceive something that
the individual has not known before
● The learner gets directly involved in
learning
● Learning is a result of the learner’s own
internalized insight, reflection, and
experience
 B. Discovery Method

Steps Inductive discovery

1. Presenting the following: specific
examples, instances for observation,
discussion
2. Identifying attributes of the common
elements
3. Discussion the elements of other examples
4. Noting the common elements of other
examples
5. Stating a main idea based on common
elements
6. Checking the main idea against new
 B. Discovery Method

Steps Deductive discovery

1. Presenting a main idea that can be
checked against evidence
2. Finding supporting evidence or
examples for the main idea
3. stating why the evidence is
supporting the main idea
4. Finding other evidence or proof
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

C. Problem-solving method
What Problem solving is any purposeful activity that
will remove a recognized difficulty or
perplexity in a situation through the process of
reasoning

When to When the goal is:

use -to sharpen the power to think, reason, and
create new idea
-to learn how to act in difficult situation to
improve judgment
 C. Problem-solving method

Steps 1. Identification and recognition of the

problem
2. Discussion of key elements of the
problem.
3. Statement hypothesis/proposal of
solution/s.
4. Collection and interpretation of related
evidence/s.
5. Critical evaluation of suggested solutions
6. Verification of suggested solutions.
7. If acceptable, use the solution to solve the
problem. If not, prepare another solution.
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

D. Project method
What A significant practical unit
of an activity of a
problematic nature carried
on by student in a lifelike
manner and in a natural
setting. It may be a
construction, an
enjoyment, a problem, or [Link]
a learning project.
 D. Project method

When to 1. When problems in life situation exist.

use 2. When learners initiate and impose the
tasks on them.
3. When there is a decided advantage over
other method on meeting the needs
4. When training in cooperation,
perseverance, open-mindedness, and
creativity is needed
 D. Project method

Steps 1. Proposing-determining goals and

activities cooperatively.
2. Planning-deciding on the activities.
3. Executing-carrying out the activities.
4. Evaluating-judging the finished
products/ results against the goals
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

E. Laboratory method
What A set of first hand learning
activities wherein the
individual investigates a
problem, conducts
experiments, observes
processes, or applies
theories and principles in
a simulated setting. [Link]
 E. Laboratory method

Why use ● To cultivate student’s skills in the basic science

process.
● To enhance higher order thinking skills.
● To induct learners to scientific processes.

Steps 1. Preparation- Motivation, goal setting,

orientation
2. Supervised Work- Working in the problem
3. Culmination-organizing findings
4. Reporting findings- Communicating results
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

F. Inquiry teaching

What Learners are

confronted with a
puzzling situation and
are led to enter into
investigative work to
solve a problem.
[Link]
 F. Inquiry teaching

Instructional ● Investigative processes such as inferring, measuring,

Characteristi predicting, classifying, analyzing, and experimenting,
cs formulating conclusions and generalizations are
employed.
● The procedure in gathering information is not
prescribed by the teacher. The students are treated
as independent learners.
● The students are highly motivated to search, hence
active participation is the best indicator of
inquisitiveness.
● The answers arrived at are genuine products of their
own efforts.
● Focused questions before, during, and after are
critical ingredients that provide direction and sustain
action
 F. Inquiry teaching

Steps 1. Presentation of a problem/puzzling

situation.
2. Defining problem.
3. Gathering and appraising information.
4. Organizing information
5. Drawing conclusions
6. Evaluating
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)
G. Cooperative learning strategy metacognitive
approach
What A type of group work in which two or more
students interact with the common goal of
mastering specific academic materials
Cooperative learning approach makes use of
a classroom organization where students
work in groups or teams to help each other
learn
 G. Cooperative learning strategy metacognitive
approach
What Features:
1. It has two important components:
a. Cooperative incentive structure- one
where two or more individuals and
interdependent for a reward.

b. Cooperative task structure- a situation in

which two or more individuals are allowed,
encouraged, or required to work together on
some tasks, coordinating their efforts to
complete the task
 G. Cooperative learning strategy metacognitive
approach
What Features:
2. Students work in team as to tackle academic tasks.
3. Reward systems are group-oriented rather than
individually-oriented.
4. The interactions within the group are controlled by
the members themselves.
5.. Teams are made up of mixed abilities- high,
average, and low achievers.
6. Each individual learner is accountable for his/her
learning.
7. The group reflects on and evaluates the group
processes they underwent.
 G. Cooperative learning strategy metacognitive
approach
Guidelin 1. Use heterogeneous grouping.
es 2. Make sure that the students exhibit the necessary
social skills to work cooperatively in group situations
3. Arrange the furniture so that groups of students can
sit facing one another during sessions
4. Provide adequate learning tools so as not to make
other wait at a time they are needed
5. Encourage students to assume responsibility for
individual and group learning by offering rewards for
achievement.
6. Make sure each group understands the goals,
procedure, tasks, and methods of evaluation.
 G. Cooperative learning strategy metacognitive
approach
How Sample Approach: STAD- Student Teams achievement
Approach (Slavin)
1. Academic information is presented each week
through verbal text
2. Students are divided into learning teams of four
members (heterogenous)
3. Team member help one another to master the
academic materials using worksheets, tutoring,
quizzing one another, team discussion, etc.
 G. Cooperative learning strategy metacognitive
approach
How
4. Quizzes are administered weekly/biweekly and
scored and each student is given improvement
score.
5. Improvement score is recorded based on the
degree to which the scored exceed the student’s
past averages.
6. Individual improvement scores are added to give
a team score.
7. Team success is acknowledged though short
newsletter containing the learning outcomes.
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

H. Metacognitive
What It is an approach that makes students
think about their thinking. Students
monitor their own cognitive processes
as they are engaged in their cognitive
task.
An example is making our students
conscious of their thought process
while they are thinking. It is allowing
our students to think aloud.
[Link]
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

I. Constructivist Approach

What The constructivist approach is

anchored on the belief that every
individual constructs and
reconstructs meanings depending
on past experiences. They
continue reflecting and evaluating
accumulated knowledge with an
end in view of constructing new
meanings.
[Link]
 I. Constructivist Approach

Instruct 1. Teaching is not considered as merely transmitting

ional knowledge and information such as facts, concepts,
Charact and principles but rather as providing students with
eristics relevant experiences which they can construct their
own meaning.
2. Constructivism is anchored on the assumption
that the absorption or assimilation of knowledge is
somewhat personal and therefore no two learners
can build up the same meaning out of one situation
 I. Constructivist Approach

Instruct 3. The teacher’s role is to facilitate learning by

ional providing opportunities for a stimulating
Charact dialogue sso that meanings could evolve and
eristics be constructed.
4. The instructional materials include learning
activities and events rather than fixed
documents.
5. Lessons are activity-centered for the students
to experience or gain personal knowledge
through active involvement
 I. Constructivist Approach

Guideli 1. Encourage students to

nes for take their own initiative n
its undertaking a learning
effectiv activity
e use 2. Respect and accept the
students’ ideas.
3, Ask the students to
recall past experiences,
analyze and see a
connection with the new
[Link]
learning event.
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

J. Reflective Teaching
What Reflective teaching is anchored on
the ability of the teacher to guide
students to reflect on their own
experiences to arrive at new
understandings and meanings
according to Dewey, reflective
teaching is “behavior which
involves active, persistent, and
careful consideration of any belief
of practice.”
[Link]
 J. Reflective Teaching

Instructi 1. An ethic of
onal caring
Charact
eristics 2. A constructivist
approach
3. Tactful problem
solving

[Link]
 J. Reflective Teaching

Guidelin 1. Allocate sufficient time for reflection

es for
its 2. Schedule a short briefing activity o as to
effectiv recapture the experience and think about it.
e use 3. The teacher serves as the facilitator and guide
in developing the skills in analyzing a past
learning experience
 J. Reflective Teaching

Guidelin
es for 4. Encourage the students to recount the
its experience to other, thereby strengthening the
effectiv insights gained
e use
5. Attend to feelings especially the positive and
pleasant ones.
6. Evaluate the experience in the light of the
learner’s intent.
 J. Reflective Teaching

Strategi 1. Self-analysis
es
2. Writing journals
3. Keeping a portfolio
4. Observation of students’ responses
5. Questions at the end of every lesson
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

K. Peer Tutoring/ Peer Teaching

What Peer tutoring is learning with
the help of a classmate tutor
who belongs more or less to
the same age group.

[Link]
 K. Peer Tutoring/ Peer Teaching

Tutoring 1. Instructional tutoring. Older students help

arrange younger ones on a one-on-one or one-to-e group
ments basis
2. Same age tutoring
3. Monitorial tutoring. The class may be
divided into groups and monitors are assigned to
lead each group.
4. Structural tutoring. The tutor guides his/her
tutee through a carefully-planned learning guide
but is free to modify if according to the tutee’s
own interests and skills.
 K. Peer Tutoring/ Peer Teaching

Instruct 1. The tutees receive individualized instruction. The

ional tutees are provided with their own teacher.
Charact
eristics 2. The tutees receive more instruction
3. Rapport between the tutor and tutee may be
readily established.
4. The teacher is free at the same time to do other
classroom chores while the members are handled
by the tutors.
 K. Peer Tutoring/ Peer Teaching

Instruct 5. This kind of arrangement reduces a large class

ional into smaller working groups
Charact 6. Discipline problems are lessened because there
eristics are more assistants looking after small groups
7. The spirit of cooperation, camaraderie and
reciprocity are highlighted.
8. The tutors stand to gain more since teaching is an
excellent learning situation
9. The tutors can likewise improve their own self-
concept.
 K. Peer Tutoring/ Peer Teaching

Guideline 1. Select tutors carefully.

s for its 2. The teacher must go around and observe how the
effective members of the group are interacting with one another.
use 3. Tap students who possess leadership qualities in
addition to being knowledgeable and older.
4. Explain well the benefits of this form of arrangement in
order to avoid possible resentment since both tutor and
tutees are classmates.
5. The tutors must confer with the teacher regarding the
nature and extent of assistance they are expected to
provide.
 K. Peer Tutoring/ Peer Teaching

Guideline 6. Prepare both the tutors and the tutees regarding the
s for its role each will play in the teaching-learning situation
effective
7. Make sure the tutor exhibits teaching competence as
use
to the depth and breadth of the subject.
8. The tutors must employ a variety of techniques in
reaching the tutees.
9. Instant evaluation by way of performance and oral
responses serve as feedback that can indicate
progress in the tutorial situation.
 (2) ENABLING STRATEGIES (Exploratory
Strategies- under the Experiential Approach)

L. Partner Learning

What Partner learning is teaming up with a

classmate as a partner for learning.
Guidelines 1. Give students specific amount of time
for its and a specific prompt for discussion
Effective 2. Dive students less time than you think
use they actually new. You may add more
seconds if necessary
There are still lots of
enabling strategies in
secondary education
teaching like unit
method, field trip, tri-
question, role-playing,
moral dilemma, debate,
modular, reporting, and
the use of semantic web
etc.
 THANKS
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