Social studies lesson 3 instructional models

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1. GOOD DAY, FUTURE LPTs!

2. INSTRUCTIONAL MODELS FOR SOCIAL STUDIES

3. At the end of the lesson, students should be able to: Define an instructional model and explain its importance in instructional planning. Compare and contrast the different instructional models for social studies Explain the procedures for each instructional model and apply it to the elementary social studies curriculum. Write a unit or lesson plan in elementary Social Studies that adheres to one instructional model. LEARNING OBJECTIVES :

4. INSTRUCTIONAL MODEL

5. INSTRUCTIONAL MODEL Serves as a general framework for the process of learning. It is comprised of a variety of teaching strategies and a set of step-by-step procedures that should be done to achieve the instructional goals. May be compatible with a particular goal or content but not in another. As such, teachers need to be familiar with the different instructional models that can be utilized in planning effective instruction for elementary social studies. INSTRUCTIONAL MODEL

6. DIRECT INSTRUCTION MODEL Most commonly used instructional model in social studies. Also called expository learning or explicit teaching, defined as a “highly-structured, teacher-centered strategy that capitalizes on such behavioral techniques as modelling, feedback, and reinforcement to promote basic skills acquisition” ( Morrison, 2000). It requires teachers to convey facts and details, demonstrate skills and learning, provide immediate feedback, and give guided and independent practices to test student learning. Strategies that fall under this model are lectures, class discussions, and demonstrations.

7. DIRECT INSTRUCTION MODEL In a social studies classroom, the direct instruction model is commonly used when teachers transmit content information about communities, history, government, culture, and other bodies of knowledge. Moreover, it can be used to impart skills, such as how to read a map, or offer an explanation, such as why the country is divided into different regions.

8. DIRECT INSTRUCTION MODEL One example of direct instruction is Hunter’s Seven-Step Model. It was developed by Madeline Hunter who believed that this model can be adopted by any grade level and subject. It can be done by the following these steps:

9. DIRECT INSTRUCTION MODEL Anticipatory Set - The teacher motivates the students by directing their attention to the lesson. He/she may pose a question, show a video or picture, or tell a story. One example of direct instruction is Hunter’s Seven-Step Model. 2.Objective and Purpose - The teacher states the purpose and objectives of the lesson so that students will know what they will learn and why it is useful.

10. DIRECT INSTRUCTION MODEL 3. Input - The teacher presents the lesson content through lecture, discussion, reading, observing, and other possible means. One example of direct instruction is Hunter’s Seven-Step Model. 4. Modeling - The teacher, an invited resource person, or a member of the class demonstrates what all students should be able to do.

11. DIRECT INSTRUCTION MODEL 5.Checking for Understanding - The teacher asks questions or requests demonstrations from students to ensure that they understood the lesson. One example of direct instruction is Hunter’s Seven-Step Model. 6. Guided Practice - Students are asked to perform individual tasks while the teacher roams around the classroom to ensure that they are doing it correctly.

12. DIRECT INSTRUCTION MODEL 7. Independent Practic e - Once all students demonstrate their knowledge, the teacher gives them tasks which they should perform completely without the aid of the teacher. One example of direct instruction is Hunter’s Seven-Step Model.

13. DIRECT INSTRUCTION MODEL • The topic is: The table in the next slide illustrates an example of Hunter’s Seven-Step Model. “Ang Aking Kwento ” • The level is: Grade 1 “ Nakikilala ang timeline at ang gamit nito sa pag-aaral ng mahahalagang pangyayari sa buhay hanggang sa kanyang kasalukuyang edad .” • The Competency is:

14. Procceaa DIRECT INSTRUCTION MODEL Process Application Anticipatory Set The teacher presents five pictures that show the different stages in the life of a pet. He/she asks the class to arrange them chronologically and provide captions that will describe each picture. Objective and Purpose The teacher states the objective of the lesson: to know what a timeline is and how it is used in presenting important events in one's life. Input The teacher presents the lesson through discussion or storytelling. Modeling The teacher presents his/her own timeline which contains five important events in his/her life.

15. z Procceaa DIRECT INSTRUCTION MODEL Process Application Checking for Understanding The teacher asks the class: 1) What is a timeline? 2.) What does it look like? 3.) How can it be used to present one's story? Guided Practice The teacher provides a worksheet with a timeline already drawn and students have to supply it with five events that happened to them in the past week or month. Independent Practice The teacher gives an assignment instructing students to create their own timeline which features eight important events in their life from birth to present.

16. INSTRUCTIONAL MODEL Ellis (2010) defines inquiry as an investigative process based on the examination of evidence, often using questioning, hypothesis testing, and data gathering to arrive at an evidence-based conclusion. Introduced by John Dewey in the 1920s, this model is one of the most common indirect approaches in social studies instruction and is also often used by social scientists in the conduct of historical, anthropological, and sociological research. INQUIRY MODEL

17. INSTRUCTIONAL MODEL It is a student-centered approach, it can increase student motivation and active participation especially if the questions posed by the teacher are interesting and challenging. It also promotes the development of research skills and the use of critical thinking since students are asked to use multiple sources to arrive at valid conclusions. INQUIRY MODEL

18. INQUIRY MODEL In topics with real-world applications, students are also trained to solve practical problems using the scientific method. The main challenge for teachers who use this model is time allotment. It is impossible to use the inquiry model in every lesson because it is highly possible that the teacher will fail to cover the curriculum for the school year. Also, while the process is student-centered, it is important to note that teachers should actively guide the students in their search for answers. This holds true especially for the lower elementary grades, to ensure that they will arrive at valid conclusions

19. 2. Encourage students to formulate hypotheses. Use observations, prior experiences, and logic to arrive at as many hypotheses as possible. 1. Pose a question inquiry - Make sure that the question can be answered using data and evidence. There are many inquiry models that can be used by social studies teachers. An example of this is from Banks (1990) who outlined the following steps: INQUIRY MODEL There are many inquiry models that can be used by social studies teachers. An example of this is from Banks (1990) who outlined the following steps: 2. Encourage students to formulate hypotheses - Use observations, prior experiences, and logic to arrive at as many hypotheses as possible.

20. 2. Encourage students to formulate hypotheses. Use observations, prior experiences, and logic to arrive at as many hypotheses as possible. 3. Gather and analyze data - Be involved in the data collection process to ensure that students will draw valid and reliable conclusions. There are many inquiry models that can be used by social studies teachers. An example of this is from Banks (1990) who outlined the following steps: INQUIRY MODEL There are many inquiry models that can be used by social studies teachers. An example of this is from Banks (1990) who outlined the following steps: 4. Determine whether to accept or reject the hypotheses based on the conclusion - Have students publicly present the inquiry process and their findings.

21. INQUIRY MODEL

22. INQUIRY MODEL

23. INSTRUCTIONAL MODEL COOPERATIVE LEARNING MODEL Chapin (2013) defines cooperative learning as a popular instructional approach in which small groups of students work together toward a common learning goal. Since schools are tasked to develop not only the cognitive capacities of students but also their social and interpersonal skills, many teachers utilize this model in their instruction.

24. INSTRUCTIONAL MODEL COOPERATIVE LEARNING MODEL It promotes positive relationship with peers and trains students to collaborate with people, skills that are very much needed in the real world. It also fosters individual accountability, with teachers emphasizing that everyone should equally contribute, and free riding should be discouraged. Moreover, it can be used with other instructional models such as direct instruction and inquiry. Examples of learning activities that fall under this model are jigsaw, brainstorming, and role-play.

25. INSTRUCTIONAL MODEL COOPERATIVE LEARNING MODEL In planning cooperative learning, Chapin (2013) suggests to consider the following elements: 1. Objectives and tasks - Ensure that cooperative learning is compatible with the objectives. Come up with challenging and rewarding tasks that will require many skills and discourage the dependence on one or two people. 2. Size of the group and the method of assigning members - Experts have different opinions on the ideal size of groups. Cohen (1994) suggests not more than five while Kagan (1994) believes the perfect number is four. In any case, teachers should make sure that the group is not that large with the tendency to discourage other members from participating in the tasks.

26. INSTRUCTIONAL MODEL COOPERATIVE LEARNING MODEL In planning cooperative learning, Chapin (2013) suggests to consider the following elements: 3 . Roles - Teachers should ensure that members of the group have roles to play. Examples of such roles are facilitator/leader, recorder/secretary, and monitor/checker. 4. Room arrangement and materials - Groups must be seated near each other to allow ease of c o mmunication. Group materials should also be tended by members of the group to foster accountability and responsibility.

27. COOPERATIVE LEARNING MODEL STAD or Student Teams-Achievement Division – is an example of the cooperative learning model. This model promotes individual accountability and teamwork through the following procedure: Direct instruction - The teacher enumerates the objectives and presents the lesson through lecture, discussion, or demonstration. Teams. The class is divided into heterogeneous small groups - Members should help one another in understanding the lesson presented by the teacher and ensure each other’s mastery with the help of teacher-made worksheets.

28. COOPERATIVE LEARNING MODEL 3. Quiz - After the group session, students are given individual quizzes. 4. Individual Progress Score - Scores in the present quiz will be compared to scores in the past exams. Students with increased scores earn corresponding points for their team. 5. Team Recognition- Teams that reach or go above the set criterion score will receive recognition through awards, certificates, special privileges, or bonus points.

29. COOPERATIVE LEARNING MODEL

30. Procceaa Process Application Direct Instruction The teacher presents the objectives and discusses the lesson with the use of charts, tables, and graphic organizers to highlight the policies and programs of each administration. Teams The class will be asked to work with their teams (assigned at the beginning of the quarter) and complete an individual worksheet that summarizes the lesson. Quiz The teacher gives an individual quiz. COOPERATIVE LEARNING MODEL

31. Procceaa Process Application Individual Progress Score Scores of students in the quiz will be compared to the average score of their past quizzes. Those who got an increase in score will be given 5 points for their team. Team Recognition At the end of the quarter, teams who got a score of 100 and above will be given an additional one point in their final grade. COOPERATIVE LEARNING MODEL