TEACHING STRATEGIES IN SOCIAL STUDIES.pptx

Aasaasaaaaaaasa

1. UNIT V – METHODOLOGY IN TEACHING SOCIAL STUDIES

2. TEACHING STRATEGIES IN SOCIAL STUDIES

3. What is Teaching Strategy? Teaching Strategy , also known as i nstructional strategy , are methods that teachers use to deliver course material in ways that keep students engaged and practicing different skill sets.

4. What is Teaching Strategy? An instructor may select a different teaching strategies according to unit topic , grade level , class size , and classroom resources . Many kinds of teaching strategies are employed to achieve teaching and learning goals and supports different kinds of students.

5. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES: Learning is an active process. We have to actively engage the learners in learning activities if we want to learn what we intend to teach. Hands-on-minds learning.

6. GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES: Research shows: 75% retention rates in learning by doing. 90% retention rates learning by teaching others.

7. 2. The more senses that are involved in learning, the more and the better the learning.

8. 3. A non-threatening atmosphere enhances learning. Physical classroom condition: Proper lighting Good ventilation Order Tidiness Painting of the room

9. 3. A non-threatening atmosphere enhances learning. Psychological climate: Personality of a teacher Rapport between students and the teacher Relationship among students

10. 3. A non-threatening atmosphere enhances learning. Steps on how to create a positive classroom atmosphere. Cultivate culture of respect Believe in your students capacity

11. 3. Make our students feel they belong to a community of learners with shared goal purpose 4. Encourage more collaboration and cooperation and less competition 5. Give allowance for mistakes

12. 4. Emotion has the power to increase retention and learning. Bring emotion into the classroom Recognize the power of emotion to increase retention

13. 5. Learning is meaningful when it is connected to the students’ everyday life. The meaningfulness & relevance of what we teach is considerably reduced by our practice of teaching simply for testing. “answering pedagogy”

14. 6. Good teaching goes beyond recall of information. Teaching should reach the levels of application, analysis, synthesis, and evaluation to hone our students’ thinking skills.

15. 7. An integrated teaching approach is far more effective than teaching isolated bits of information. Consider the M ultiple I ntelligence and varied learning styles of students

16. An integrated approach incorporates successful, research-based and brain-based instructional strategies.

17. Some research findings about the brain: Without rehearsal or constant attention, information remains in working memory for only about 15-20 seconds. Learning is a process of building neural networks. Our brains have difficulty comprehending very large numbers because we have nothing in our experience to ‘hook’ them to. The eyes contain nearly 70% of the body’s sensory receptors & send millions of signals every second along the optic nerves to the visual processing of the brain. There is little doubt when information is embedded in the music or rhyme, its recall is easier than when it is in prose .

18. Brain-based Strategies: Involving Students in Real-Life or Authentic Problem-Solving Using Projects to increase Meaning & Motivation Simulations & Role Plays as meaning makers

19. Brain-based Strategies: 4. Classroom Strategies Using Visual processing 5. Songs, Jingles & raps 6. Mnemonic Strategies 7. Writing Strategies 8. Active Review 9. Hands-on Activities

20. An integrated approach is also interdisciplinary and multidisciplinary. Touch the other aspect of life outside the school. An instructional approach is also integrated when it includes the acquisition of knowledge, skills as well as values. Relate your subject with other subjects.

21. 8. There is no such thing as best teaching strategy. The best strategy is the one that works, the one that yields results.

22. Factors to consider in the choice of teaching strategy: Instructional objective Nature of the subject matter The learner The teacher, & School policies

23. Classification of Strategy Expository Strategy Enabling Strategy

24. Expository Strategy In this strategy, the teacher is the information giver. He gives all the information needed by the students, after which, he gives an evaluation or test.

25. Expository Strategy It is advantageous if one considers the amount of knowledge given to the learners. Its advantage rests on the fact that the students lose their creativity.

26. Enabling Strategy This is the opposite of the expository. Here, the students look for the answers themselves to the problems/questions formulated by them also.

27. Enabling Strategy The teacher acts as guide or facilitator of learning. Its disadvantage is that it is time consuming.

28. Enabling Strategy However, its greatest asset is that it develops creativity and independence on the part of the learner. Thus, its advantage far offsets its disadvantage.

29. A teacher may use both the enabling and expository strategies. More weight should be given to the former for obvious reasons, especially in the elementary grades.

30. The following are the different strategies or methods used in teaching Social Studies. Classify them as to whether one belongs to the enabling strategy or the expository strategy.

31. A. Unit Method Raising questions Classifying questions Grouping Gathering information

32. A. Unit Method 5. Presentation of gathered information 6. Culminating activity 7. Evaluation

33. B. Field Trip It is an out-of-the-classroom activity where the students observe and study things in their natural setting. It is an effective method because it makes use of all senses of the learner.

34. B. Field Trip Some of the places where a field trip can be done are: Historical places Beautiful spots Congress, courts Factories

35. B. Field Trip 5. Churches 6. Malls. 7. Municipality or city halls 8. Radio and TV stations 9. Printing process 10. Various landforms, etc.

36. C. Deductive Method From the known to unknown. It’s steps are: Statement of generalization Explanation of said generalization/principle Application Evaluation

37. D. Lecture Method To be used in explaining difficult topics. It’s steps are: Preparation Delivery Summary Evaluation

38. E. Project Method It could be any of the following: Enjoyment project such as being a member of a club/drama groups; Construction or making an instrument, apparatus or visual aids like maps, flag, charts, graphs, posters and the like; and

39. c. Research projects. It’s steps are : Purposing Planning Executing Judging

40. F. Tri-Question Method To be used in conducting current event lessons. Questions to be asked are: What happened? Why did it happen? What might be the consequences?

41. G. Role-playing and Socio-drama Steps are: Setting the climate Selecting the players Preparing the audience Enactment Discussing and evaluating

42. G. Role-playing and Socio-drama 6. Reenactment 7. Sharing experiences 9. Generalization

43. H. Moral-Dilemma Method To be used in conducting lessons involving personal and societal problems of the students. Steps are: Presenting the dilemma or problem through any of the following:

44. H. Moral-Dilemma Method Story Set of questions 2. Dividing an action 3. Group discussion 4. Value testing 5. Closing the discussion

45. I. Debate To be used in controversial issues. Steps are: Selection of topic Selection of participants Organization of answers Debate presentation Evaluation/follow through review and analysis

46. J. Modular Method Modules are teaching materials to be learned in graded steps of difficulty in such a manner that the presentation will result in the efficient rate of understanding and retention among learners.

47. K. Reporting To be done by the learner after he has gathered facts and information about certain questions or problems.

48. L. Discussion Method It is one common methods used by teachers. It is used to assess students understanding of the topic being studied. In using this method, everyone is given a chance to

49. L. Discussion Method participate in the discussion. Likewise, each student is free to take sides or present his own argument freely.

50. M. Demonstration Method It is a teaching method that allows students to see the teacher actively engaged as a learner and a model rather than merely telling them what they need to know.

51. M. Demonstration Method The teacher performs the experiment before the class Simultaneously explains what he is doing He also asks relevant questions to maintain the interest and attention of the

52. M. Demonstration Method students. 4. Students are compelled to observe carefully because they have to describe each and every step of the experiment accurately and draw conclusion.

53. METHODOLOGY IN TEACHING SOCIAL STUDIES Approaches in Teaching Social Studies Strategies in Teaching Social Studies

54. UNIT VI ASSESSMENT AND EVALUATION IN SOCIAL STUDIES

55. What is Assessment? Assessment – is the gathering of information and evidence about the performance of individuals in test and other measures.

56. What is Evaluation? Evaluation - is the process of making judgments about the quality of students learning.

57. 4 Types of Evaluation Diagnostic Evaluation Formative Evaluation Summative Evaluation Placement Evaluation

58. Diagnostic Evaluation It attempts to discover the specific areas of strength and weakness of the students in a particular course of instruction and also provide a remedial measure. Ex: Pre-assessment/Pre-test

59. Formative Evaluation It take place during the process of instruction. Its main objective is to provide continuous feedback to both the teacher and the students concerning learning success and future while instruction is on the process.

60. Formative Evaluation Ex: Selected Tools for Learning, Visual Strategies, Direct Q uestioning, Think-Pair-Share, Concept Mapping.

61. Summative Evaluation It take place at the conclusion of an instruction to know what extent the objectives previously fixed have been accomplish.

62. Summative Evaluation Ex: Prelim, Midterm, Semi-Final, Final Exams. Quarterly Exam, Periodical Exam.

63. Placement Evaluation As the name suggests it is design to place the right person in the right place. It judges the entry performance of the learner. The main objective of such evaluation is to determine the position

64. Placement Evaluation of the learner in the instructional sequence. Ex: Entrance Exam, ALS

65. Selecting the Type of Test Supply Type Simple Recall Test Completion Test Identification Test Labelling Test Enumeration Test

66. Selecting the Type of Test B. Selection Type Alternative-Response or True-False Test Multiple Choice Test

67. A. Supply Type In this type of test, the answers are supplied by the examinees, and there are no options to choose from.

68. Simple Recall Test Are worded as a direct question and require a single response which is usually a single word. Since the question in this type is a direct question, it usually begins with either one

69. Simple Recall Test of the 4Ws (What, When, Where, Who). Ex: What is History? Who is considered to be the father of modern Political Science?

70. Completion Test In this type of test, the student is required to finish an incomplete statement by supplying or filling in a blank with the correct word or phrase that would complete the statement. Ex: Preamble

71. I dentification Test It is in the form of a definition, description, explanation, a picture, diagram, or an object stated or illustrated and the examinee will supply the appropriate answer. Ex: _________1. It is simply defined as the study of the past.

72. Labelling Test It is simply identifying the names of the parts of an illustration which could be in the form of a diagram, picture, or a drawing. Ex: Philippine Flag, Map

73. Enumeration Test A type of completion test that requires multiple responses. Ex: Enumerate the 7 branches of Social Science List down the 7 branches of Humanities

74. B. Selection Type The answers in the selection type of test can be chosen from options provided for each test item or for a group of test items.

75. Alternative-Response or True-False Test It consist of a declarative statement which asks the students to decide if it is true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree or disagree, and the like.

76. Multiple Choice Test One of the most commonly used evaluation instrument, which is most often found in achievement test, or LEPT Exam.