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Guiding Principles in Teaching Social Studies

Module in Social Studies

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roxiemayespanola07
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324 views3 pages

Guiding Principles in Teaching Social Studies

Module in Social Studies

Uploaded by

roxiemayespanola07
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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MODULE IN EED 110:

TEACHING SOCIAL STUDIES IN


THE ELEMENTARY GRADES
(PHILIPPINE HISTORY AND
GOVERNMENT)

TOPIC: GUIDING PRINCIPLES


IN TEACHING SOCIAL STUDIES

TIME ALLOTMENT: 1.5 HRS.

DATE ACCOMPLISHED: APRIL 08, 2024

PREPARED BY: MR. LEO S. CASTRO, LPT, MAED


INSTRUCTOR, EED 110
MODULE IN GUIDING PRINCIPLES IN TEACHING SOCIAL STUDIES (
ARALING PANLIPUNAN)

I. Objective
At the end of the lesson, the preservice teachers (BEED) must be able to:
• identify the Guiding Principles in Teaching AP
• cite concrete application in the Guiding Principles in Teaching AP
• appreciate the importance of the Guiding Principles in Teaching AP
II. References
➢ https://youtu.be/gK-i-BdECpY?si=_R7IlygcvKMRwkqu
➢ Corpuz, B and Salandanan, G. (2015). Guiding Principles in Teaching Social
Studies
III. Content
Effective teaching of Araling Panlipunan is characterized as Meaningful,
Integrative, Value-Based, Active and Challenging.
1. Meaningful- It is meaningful when students see the relevance and connection of
their lesson to their lives because it has real-world application. Incorporating real-
world examples make lessons more meaningful to students because they will be able
to connect the learning to the bigger picture rather than just the classroom.
Araling Panlipunan teaching is meaningful when new information in Araling
Panlipunan lesson is connected to prior experiences of students. Meaning must be
made, and understandi ng must be earned. Students are more likely to make
meaning and gain understanding when they link new information to prior
knowledge, relate facts to “big ideas, explore essential questions, and apply their
learning in new contexts.
The teaching of Araling Panlipunan becomes meaningful also when students
are challenged to use disciplined inquiry or use high- order thinking skills to construct
meaning. An example is when students interpret, analyze or manipulate information
in order for them to gain a better understanding of the content.
The teaching of Araling Panlipunan is meaningful when learning is authentic.
Authentic learning builds on the concept of “earning by doing to increase a
student’s engagement.
To sum up, meaningful teaching and learning in Araling Panlipunan means
teaching in depth, avoiding the ‘one-mile- inch-deep teaching. It is not just
memorizing isolated events, names and dates for the test. It is connecting lessons to
the real life of students.

2. Integrative- Araling Panlipunan as a subject is in itself an integration of several


interrelated disciplines history, economics, geography, political science, sociology.
Anthropology, archaeology and psychology. The multidisciplinary and
interdisciplinary nature of Araling Panlipunan as a subject demand that Araling
Panlipunan teaching should be integrative.

3. Value-Based- The intended outcomes of Araling Panlipunan as a course/subject


are in the affective domain, the development of the mamayang mapanagutan,
makakalikasan, makabansa at makatao. It is no wonder why a powerful Araling
Panlipunan teaching is value-driven. In fact, it is only when Araling Panlipunan
teaching reaches the value level that Araling Panlipunan teaching becomes truly
meaningful, hence effective. It is in the value level of teaching that facts and
concepts get connected to real life of students.

4. Active- Araling Panlipunan teaching requires students to process and think about
what they are learning. There is a profound difference between learning about the
actions and conclusions of others and reasoning one’s way toward those
conclusions. Active learning is “hands-on-minds-on-hearts on.” In active learning,
students work either individually or collaboratively, using rich and varied sources, to
reach understandings, make decisions, discuss issues and solve problems.

5. Challenging- For Araling Panlipunan teaching and learning to be challenging,


learning task should neither be too easy to bore the students nor too difficult to
discourage them. Learning tasks must depart from the usual tasks; if they are the
same learning tasks again and again, they become so usual that they lose novelty
and are no longer challenging.

IV. ASSESSMENT

❖ KINDLY ANSWER THE G-FORMS PROVIDED. Link will be sent in official Group
Chat.
https://forms.gle/DcatRubPnVsYxEGi6
V. ENRICHMENT ACTIVITY
❖ A teacher teaching Social Studies/Araling Panlipunan equipped with all the
contents of the subject. With so, as a preservice teacher, make at least 2
situations (Araling Panlipunan subject) per guiding principles mentioned in
the module. (Pass it as a picture – Png., Jpg., Jpeg.; or as a scanned
document through our Google Classroom. Do it in a clean piece of paper).
Please do consider this rubric in making the output.

CRITERIA POINTS ALLOCATION/SHORT DISCRIPTION


CONTENTS 60 POINTS/perfect score will be given if the contents is
well-discussed. A deduction of 5 points if one
contents is not well-emphasized. Scores will be
deducted by 5 each.
RELEVANCE OF THE 25 POINTS/The output made by the students is
OUTPUT teaching-based/interview-related-based. A
deduction of 2 points consecutively if the output is
taken from net.
NEATNESS AND 10 POINTS/ The output is catchy and can get the
TIMELINESS attention of checker well. It is passed on-time or
before deadline. A deduction of 1 point each day of
late submission.

Prepared by Mr. Leo S. Castro, LPT, MAED


Instructor, EED 110
NISU Ajuy Campus
Date Accomplished: April 11, 2024

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