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Teaching Methods: Social Studies

The document discusses methods and strategies for teaching social studies, including the purpose of social studies education, character education, citizenship education, instructional models, assessment approaches, and teaching methods. It provides details on topics like values education, problem solving, portfolio assessment, and learning environments. The key goals of social studies education are explained as exploring relationships, equipping students with historical knowledge, and developing skills like problem solving and decision-making.

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Aljenneth Micaller
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603 views30 pages

Teaching Methods: Social Studies

The document discusses methods and strategies for teaching social studies, including the purpose of social studies education, character education, citizenship education, instructional models, assessment approaches, and teaching methods. It provides details on topics like values education, problem solving, portfolio assessment, and learning environments. The key goals of social studies education are explained as exploring relationships, equipping students with historical knowledge, and developing skills like problem solving and decision-making.

Uploaded by

Aljenneth Micaller
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SOCIAL STUDIES

TEACHING
+ METHODS
+

Assessment and Evaluation in


the Social Studies
By: Jeth Ganda
+ Purpose of Social Studies
Education….
A. Explains students relationship to other people, to
institution, and to the world.
B. Equips students with the knowledge and
understanding of the past to cope up with the
present and to plan for the future.
C. Provides them with skills for productive problem
solving and decision-making.
D. Establish a learning environment for students to
understand, participate, and make informed
decisions about their world
+
Character Education
 “Values cannot be taught”

 Hidden curriculum

 Profoundrole of the teacher in Character


Education
 Creating learning experiences
 Creating a classroom climate
 Encouraging the right priorities
 Limiting and ordering learning tasks
 Empathizing with each student
 Requiring homework
 Modeling
+
Citizenship Education
 Goal: Forstudents to mature into productive, wise
citizens of their country our world.

 Teaching Citizenship Values:


 Enculturation
 Civic engagement

 Fundamental approaches:
 Teachers as “Devil’s advocate”
 Freedom of thought and conscience

 Discussion Strategy
 Create a democratic classroom, promote democratic
ideology
+
Instructional Model
+
Instructional Model
Extension Teaching approach
Infusion approach
Thematic Teaching Approach
Interdisciplinary Teaching Approach
Single-discipline Teaching Approach
+
Assessment
 Evaluation instruments should:
 Focus on stated curriculum goals and objectives
 Be used to improve curriculum and instruction
 Measure both content and process
 Be chosen for instruction, diagnostic and
prescriptive purposes
 Reflect a high degree of fairness
 Involve a variety of instruments and approaches
 Measure long-term effects of social studies
instruction
+
Alternative Assessment
 Rubrics

 Authentic Assessment
 Performance Assessment
 Product Assessment
 Portfolio
 Poster Boards/collages
 Fact Finding
 Journals
+
Portfolio
+
Portfolio
 Documentation – Collection of work overtime showing
growth and improvement
 Showcase – shows the best of the students’ outputs and
product
 Learning – evidence of learning, planning, and monitoring
of learning
 Assessment – evaluation tool used to document students
learning
 Evaluation – collection of students work
 Development – shows learners strengths, attitude, values,
knowledge and skills and what learners hope to do and
become
+
Assessment For, As, Of Learning
 Assessment FOR Learning

 Assessment OF Learning

 Assessment AS Learning

1. Self and Peer assessment. Allows students the


opportunity to use assessment to further their own
learning.

2. Summative assessment. Measure, record and report on


student’s level of achievement

3. Formative and diagnostic assessment. Determining


students progress during a unit. Students are provided
valuable feedback on their own learning.
+
Social Studies
Instructional Approaches
 Direct and Indirect Instruction
+
Social Studies
Instructional Approaches
 Concept Formation

 Active versus Passive Learning

 Critical Thinking Skills


+
Problem Solving and
Decision-Making
 Steps in Problem Solving
 Conclusion
 Dategathering
 Hypothesis formulation
 Awareness of the Problem
 Hypothesis testing

 Steps in Problem Solving


 Non-valuesbased
 Value-based
+
Values Education
 Value Analysis (Value Clarification)
 Values Inculcation
 Kohlberg’s Principle
 Kinds of Dilemmas
 Contemporary
 Figurative
 Personal
 Historical
 Sources of Dilemmas
+
Major Values Development
Approaches and Strategies
 Inculcation
 Strategies: Modeling, games and simulation, role
playing discovery learning, and story telling

 Moral Development
 Strategies: Moral dilemma episode, small group
discussion, case study

 Clarification
 Strategies: Role playing games, simulation, self-
analysis exercise, sensitivity activities, out-of-
class activities, small group discussion
+
Major Values Development
Approaches and Strategies
 Analysis
 Strategies: Rational discussion, debate, research

 Action learning
 Strategies: same with analysis and clarification

 Transpersonal Approach
 Strategies: Rest
and relaxation exercise,
meditation, imagination, creativity and mind
games, awareness activities
+
Social Studies Methods
 Mdoienlg  Rloe painylg

 Mctgoainetvie  Gemas

 Lcutree  Dicssisoun

 Qteisoinung  Csae sueidts

 Aanogleis  Srivcee leninrag

 Cnceopt oraginzres  Fleid tpirs

 Guorp leninrag  Smniraes

 Hewokrmok  Vedio/sunod rcdrioneg

 Dcsoreviy
+
Teaching Methods and Strategies
A. B.
1. Strategies a. Representative sample of some object in the
natural world
2. Specimen b. Science of developing a plan to attain goal

3. Techniques c. Refers to series of related and progressive acts


teachers performed
4. Model
d. Samples of artifacts of man and not part of the
natural world
5. Mock-up
e. A recognizable scale representation of an
6. Realias object

7. Methods of teaching f. Refers to the personalized style of carrying out


a particular step of a given method

g. An imitation of real things used in practice of


training
+
Categories of Learning
Environments
 Where suitably undertaken:
 Laboratory room
 In the field or community
 In the library
 In the classroom or outside of the classroom

 Focused participants:
 Group
 Individual
+
Categories of Learning
Environments
 Cooperative Learning:
+
Categories of Learning
Environments
Action-based Technology-based

 Role playing  Phonographs


 Audiovisual media  Simulationgames
 Socio-drama  Tape recorders
 Direct instruction  Projects
 Radio
+
Categories of Learning
Environments
 Action-based  Technology-based
 Role playing  Audiovisual media
 Socio-drama  Radio
 Simulation games  Phonographs
 Projects  Tape recorders
 Direct instruction
+
Methods
 Progressive Methods  TraditionalMethod
 Self-pacing method  Text book technique
 Programmed  Rote learning technique
instruction  Directed technique
 Correspondence  Memorization technique
course  2x4x8 teaching technique
 Cyber university
 Open university  Time-tested Method
 Kaalamang  Inductive and Deductive
kulandong  Lecture
 Porter system  Discussion
 Investigatory
+
Makabayan
 Laboratory of life or a practice environment

 Provides the Filipino learner the quality time to demonstrate


practical knowledge and skills of empathy, vocational
efficiency and problem solving in daily life.

COMPONENTS OF MAKABAYAN

 Sibika at Kultura; Heograpiya, Kasaysayan at Sibika

 Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan

 Edukasyong Pangtahanan at Pangkabuhayan

 Edukasyon sa kagandahang-Asal at Wastong Paguugali


+
K-12
 Features of Enhanced K to 12 Curriculum
 Many to mention
 http://www.donboscopress.ph/wp-
content/uploads/2012/06/DepEd-K12-Basic-Education.pdf

 Main Features of Enhanced K to 12 Curriculum


 Decongested
 Seamless
 Relevant and responsive
 Enriched
 Learner-centered
+
Level of Proficiency

Equivalent Numerical Value


 Beginning  74% and below
 Developing  75-79%

 Approaching Proficiency  80-84%

 Proficient  85-90%

 Advanced  90% and above


+
Characteristics of a K-12
Teacher
 Multi-literate  Creative problem solver

 Multi-specialist  Has passion for


excellent teaching
 Multiskilled
 has high EQ
 Self-directed

 Lifelong learner

 Flexible
+
21st century teachers

PAPASA TAYO GUYSS! <3

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