COURSE MODULE CHRIST THE KING COLLEGE DE MARANDING, Inc. MODULE WEEK NO.

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Maranding, Lala, Lanao del Norte
[email protected]

DEPARTMENT OF ARTS AND SCIENCES

DEPARTMENT OF EDUCATION
COURSE CODE: SOC. SCI. 50 (Teaching Social Studies in the Elementary Grades)
1st Semester of A.Y. 2020-2021

Welcome Note 

Dear Students,

Praised be Jesus and Mary!

Welcome to Soc. Sci. 50! This subject has been offered and has been written to provide a useful
tool to provide a better understanding on how to teach Araling Panlipunan to elementary grades. In this
subject we are going to focus on the Philippine History and Government.

I am Maria Esperanza S. Macasarte, we will journey together for the next 6 weeks in this completely
blended course starting from November 9 to December 18, 2020 in a modular type of class.

In here you will find basic information about the course as well as resources for ensuring your success in
online distance education. Edmodo is the name of the online learning system we will be using. You can
access the course by visiting the Edmodo App on your smart phone device or via website on your PC
through edmodo.com by logging in with your account either Gmail or your phone number in this code aiqi2b.
If you have difficulty with your login, you can contact online help @support.edmodo.com. The course will be
conducted in Edmodo and serve for your quiz and submission of your activities every Monday of the week.

You are also required to register in Zoom for our consultation every Monday of the week just visit your
course guide daily. Aside from that, you need also a Messenger app on your mobile phone or personal
computers for the control of your daily attendances via poll and serve as our group chat in our class.

A blended course is the much like a face-to-face course; it takes a significant time commitment from you. I
expect you to spend at least 1 hour per week working on the material. While there will be ample time for
your material to work on, I made for you. It is for this reason; this will take 56 hours in 28 days.

If you need accommodations, please let me know as soon as possible. Please do not hesitate to
contact me if you are having difficulties, concerns or questions personally in my
[email protected] is the best way to contact me for a quick response.

Doc Bem 

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UNIT 1 - General Topic: The Teaching of Araling Panlipunan

Module 3 – Methods and Techniques in Teaching of Araling Panlipunan
Introduction 

For meaningful, active, value-based and challenging Araling Panlipunan teaching, the following approaches are employed: 1)
constructivist, 2) collaborative learning, 3) experiential/contextual learning, 4) thematic approach, 5) conceptual approach, 6)
integrative, 7) interdisciplinary and multidisciplinary approaches of teaching. Several methods and techniques flow from these
approaches. Examples are 1) Tri-Question, 2) Lesson indigenization, 3) Multiple intelligences and learning styles, 4)
Survey/interview and 5) Service learning.
Intended Learning Outcomes 

At the end of this module, you should be able to:

Identify the appropriate methods and techniques? Activities for (a) competency/ies selected from the Araling Panlipunan
Curriculum Guide (for BEEd students, at least one each from Grades 1 to 6; For BSEd students at least one from Grade 7 to
10).

Rationale 

In the midst of globalization, schools must adapt to the emerging needs and challenges specifically in the development of
21st century skill-equipped and globally competent learners. In this topic this will determine the teacher’s methods and
techniques including skills on how to teach Araling Panlipunan students. Now that you have a clear picture on the intended
outcome of the teaching of Araling Panlipunan, let us find out how to go there. Let us find out effective and efficient ways of
arriving at our destination.

Pre-activities 

Do the following:

1. Research on DepEd Memoranda on Curriculum indigenization. How does these memoranda

contribute to a more meaningful and relevant Araling Panlipunan Teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Go over the Araling Panlipunan Curriculum Guide. Identify a competency where you can use moral
dilemma as a teaching technique. Formulate an example of a moral dilemma which you can use to
teach that particular competency of your choice.

__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________
__________________________________ _____________________________________+

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Discussions 

Approaches in Teaching Araling Panlipunan

The K to 12 curriculum guide describes the teaching approach in the teaching of Araling Panlipunan as
based on Konstruktibismo (constructivism), magkatuwang na pakatuto (collaborative learning), pagkatutong pangkaranasan
at pangkonteksto (experiential and contextual learning), pamaraang tematiko (thematic approach), pagsisiyasat (survey),
integratibo (integrative), interdisciplinaryo (interdisciplinary) and multididiplinaryo (multidisciplinary). They have been
explained in Chapter 3. But they will be explained here once more emphasis.
1. Constructivist approach – this approach is based on the assumption that the students come to class with entry
knowledge and skills. New lessons become meaningful when a connection is established between their prior knowledge
and the new learning activity. The students reflect on this new learned knowledge, continue to make connections to
other concepts learned and construct new meanings.

2. Collaborative Learning – this is based on the assumption that students learn better when they learn with others. Based
on the principles of synergy, what a whole group of students can do is more than the sum of what each student can do
separately. It is also supported by the fact that the students learn better in a cooperative atmosphere than in a
competitive atmosphere. Working with a group is less threatening than working alone.

3. Experiential and Contextualizing Learning – As the name implies, it is learning beginning with experience and ending in
experience. Lessons begin with a discussion of concrete experience and proceeds to an analysis and reflection of the
concrete experience that eventually leads to abstraction or generalization which is brought back to the realm of
experience for application of what is learn which is another set of experience which can be analyzed and reflected on
and so on. The cycle begins and ends with experience starts again.

Experiential Learning is inductive, Learner-Centered and activity oriented. Personalized reflection about an experience
and the formulation of plans to apply learning to the other contexts are critical factors in effective experiential learning.
The Emphasis in experience learning is on the process of learning and not on the product. Experiential learning can be
viewed as a cycle consisting of five phases, all of which are necessary.”

 Experiencing (an activity occurs);

 Sharing or publishing (reactions and observations are shared
 Analyzing or processing (patterns and dynamics are determined);
 Inferring or generalizing (principles are derived); and,
 Applying (plans are made to use learning in new situation)

This is also called contextualizing learning because learning is rooted in human experience; meaning, the context of learning
is experience itself. Araling Panlipunan as a subject developes the following themes across the grades:1) tao, kapaligiran at
lipunan; 2) panahon, pagtutuloy at pagbabago; 3) Kultura, pananagutan at pagkabansa; 4) karapatan, pananagutan at pagka
mamamayan; 5) kapangyarihan, awtoridad at pamamahala; 6) Produksyon, distribusyon at pagkunsomo and 7) ugnayang
pang rehiyon at pangmundo. This is an evidence of the use of the spiral progression approach. To be truly spiral, this theme
is discussed in every grade level treated in an increasing complexity across the grades.

4.Thematic Method – As the name suggests, learning revolves around a theme. The K-12 curriculum guide for Araling
Panlipunan enumerates the following themes across the grades: :1) tao, kapaligiran at lipunan; 2) panahon, pagtutuloy at
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pagbabago; 3) Kultura, pananagutan at pagkabansa; 4) karapatan, pananagutan at pagka mamamayan; 5) kapangyarihan,
awtoridad at pamamahala; 6) Produksyon, distribusyon at pagkunsomo and 7) ugnayang pang rehiyon at pangmundo. Each
theme should be accompanied by focus questions.

5.Conceptual Approach – it involves the process of concept formation. Concepts are “mental constructions representing
categories of information that contain defining attributes” (Walker & Advent 1988).

The conceptual approach is a structured inquiry process where students figure out the attributes of a
group or category that has already been formed by the teacher. To do so, students compare and contrast examples that
contain the attributes of the examples with examples that do not contain those attributes (non-examples). They then separate
them into two groups.
The process of concept attainment, then, is the search for and identification of attributes that can be used
to distinguish examples of a given group or category from non-examples. To test if students attained the correct concept,
teacher asks them to give examples and non-examples.
The concept attainment process may proceed deductively (from rule/definition to examples) or inductively
(from examples to rule/definition). Conceptual approach is higher than content-focused teaching.
For interactive teaching the following variations of the conceptual approach may be employed:
 Present all of the positive examples to the students at once and have them determine the essential attributes.
 Present all of the positive and negative examples to the students without labeling them as much. Have them group
the examples into the two categories and determine the essential attributes.
 Have the students define, identify the essential attributes of, and choose positive examples for a concept already
learned in class.

6. Integrative approach – this approach is anchored on the assumption that teaching and learning are more meaningful and
further enriched if lesson is connected to the disciplines (interdisciplinary) and is connected to real life experiences
(transdisciplinary). This approach integrates students’ experience so the experiential approach is in a sense an integrative
approach. The multidisciplinary and interdisciplinary approach are also integrative approach. Obviously, they integrate other
related disciplines in the lesson development.
For meaningful, active, value-based, integrative and challenging Araling Panlipunan teaching, the
following specific methods and techniques are suggested:
1. Tri-Question – this will enable the student to probe into events. Three Questions are asked: 1) what happened? 2) why
did it happen? And 3) what are possible consequences? In the lesson, you do not just ask what happen and that’s the
end. Digging into the “why” and asking how it affects the students and you and all others is indeed meaningful.
2. Moral dilemma method – in a moral dilemma a person is torn between two actions. What are the crucial features of a
moral dilemma? 1) the person is required to do each of the two actions; 2) the person can do each of the actions; 3)
person cannot do both of the actions. 4) the person thus seems condemned to moral failure; no matter what she does,
she will do something wrong (or failure to do something that she ought to do). The famous Heinz example illustrate moral
dilemma.
A woman was near death from a special kind of cancer. There was one drug that the doctors’ thought
might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was
expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the
radium and charged $2,000 for a small dose of the drug. The sick women’s husband, Heinz, went to everyone he knew
to borrow the money, but he could only get together about $1,000 which is half of what it costs. He told the druggist that
his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug
and I’m going to make money from it.” So, Heinz got desperate a d broke into the man’s store to steal the drug for his
wife.
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Question: Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?
3. Lesson indigenization – Another way of making Araling Panlipunan teaching integrative and meaningful to students is
indigenizing and localizing the lessons. In indigenization, concepts are explained using thought patterns, materials of
indigenous communities. Abuso, et al cite the following techniques of indigenizing:
1. Citing examples from the local culture related to the topic
2. Using indigenous knowledge – local songs, stories, poem
3. Using indigenous aids such as artifacts
4. Incorporating community resources in teaching – visit to scenic spots, inviting local people as
resource persons
5. Putting up learning resource centers where local artifacts are displayed
6. Discussing local problems and issues
7. Preserving local songs, dances and games
8. Using the local language in teaching
9. Participating in local celebrations (Abuso, et al TEEP, 2002, p. 54)
4. Using varied learning activities to cater to students’ multiple intelligences and learning styles. Refer to the figures in the
following pages.

Intelligence Examples of Classroom Activities

Verbal- Discussions, debates, journal writing,
Linguistic Conferences, essays, stories, poems,
Storytelling, listening activities, reading

Logical- Calculations, experiments, comparisons,

Mathematical Number games, using evidence, formulating
And testing hypothesis, deductive and
Inductive reasoning
Spatial Concept maps, graphs, charts, art
Projects, metaphorical thinking, visualization,
Videos, slides, visual presentations
Bodily- Role-playing, dance, athletic activities,
Kinesthetic Manipulatives, hands-on demonstrations,
Concept miming
Musical Playing music, singing rapping,
Whistling, clapping, analyzing sounds
And music
Interpersonal Community-involvement projects,
Discussions, cooperative learning,
Team games, peer tutoring, conferences,
Social activities, sharing
Intrapersonal Student choice, journal writing, self-
Evaluation, personal instruction, independent
Study, discussing feelings, reflecting
Naturalist Ecological field trips, environmental
Study, caring for plants and animals,
Outdoor work, pattern recognition
Existentialist Reflection, diary / journal entry
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Figure 15. Collecting Classroom Examples for MI Activities.
Source: Harvey F. Silver, et al. So, Each May Learn, Virginia: Association of Supervision and Curriculum
Development, 2000, p. 20). *Added by Brenda B. Corpuz, 2013

Learning Style Examples of Classroom Activities

Mastery Direct instruction
Exercise-practice Drill and repetition
Demonstrations
Competitions
Activities that focus on:
 Organizing and managing information
 Practicing a skill
 Observing
 Describing
 Memorizing
 categorizing
Interpersonal Team games
Experience-personalize Learning circles
Role playing
Group investigation
Peer tutoring
Personal sharing
Activities that focus on:
 describing feelings
 empathizing
 responding
 valuing
Understanding Inquiry
Explain-prove Concept formation
Debate
Problem solving
Independent study
Essays
Logic problems
Activities that focus on:
 classifying
 analyzing
 using evidence
 applying
 comparing and contrasting
 evaluating
Self-Expressive Divergent thinking
Example-produce Metaphors
Creative art activities
Imagining
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Open-ended discussion
Imagery
Creative problem solving
Activities that focus on:
 hypothesizing
 synthesizing
 symbolizing
 creating
 metaphorical expression
 self-expression
Figure 16. Learning Styles and Example of Classroom Activities

Source: Harvey F. Silver, et al. So, Each May Learn, Virginia: Association of Supervision and Curriculum Development,
2000, p. 37).
“This is another group of learning style. Surf the internet for Harvey F. Silvers Learning Style.

5. The conduct of survey or interview to gather data, recording, organizing, analyzing and interpreting data to answer given
problems is “hands-on, minds-on, hearts-on” activity. Interviewing the elders in the community regarding history of the
town and officials of the town. The teaching and learning of Araling Panlipunan is active if it engages students in the
learning process.

6. Service learning that involves community projects that occur during class time falls under the category of multidisciplinary
integration.

At Topa-Topa Elementary school at Ojai, California, 5th and 6th grade students created pamphlets on the pros and cons of
pesticides to explain how crop pickers can protect themselves against the substances. Students passed out the
brochure, written in Spaniard and English, to workers and consumers throughout the Ojai Valley. Through the project,
students fulfilled state-required standards for language arts, science, and social studies (Ragland, 2002).

This means that the teaching-learning of the standards for subjects like language arts, science and social studies was
intensified by their making of pamphlets on the pros and cons of pesticides. The students learning their lessons and at
the same times served the community, an effective way of inculcating service-oriented. It is served learning indeed.

Activities 

1. Research further, choose only one, and make a PowerPoint presentation (5 to 8 slides) that focus on their
assumptions about learning and their main features on the following approaches:
Constructivist, Collaborative Learning, Experiential/Contextual Learning, Thematic Approach,
Conceptual approach, Integrative, Interdisciplinary and Multidisciplinary Approaches of Teaching.

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Assessments 

Select from the Araling Panlipunan Curriculum Guide competencies which can be taught by the use of the following
methods/techniques:
1. Tri-Question
2. Lesson indigenization
3. Multiple intelligences and learning styles
4. Survey/interview
5. Service learning

Note:
 For BEEd students at least one competency per method/technique from the competencies from Grades 1
to 6; and
 for BSEd students at least one Competency per method to be chosen from competencies of Grades 7 to
10.

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1. Tri-Question:

2. Lesson indigenization:

3. Multiple intelligences and learning styles:

4. Survey/interview:

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5. Service Learning:

Reflections 

“There are three methods to gaining wisdom.

The first is reflection, which is the highest.
The second is limitation, which is the easiest.
The third is experience, which is the bitterest. – Confucius

Answer the following:

Things I learned from this lesson

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2 Things I will do to apply what I learned

_______________________________________________________________________
______________________________________________________________________
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Things I will do to apply what I learned

________________________________________________________________________

Resources and Additional Resources 

A Sourcebook for Literacy Work; Perspective from the Grassroots published by UNESCO and the UNESCO
Institute of Education, 1994

Anna J. Warner and Brian E. Myers (Implementing Inquiry-Based Teaching Methods)

Arthur L. Costa Describing the Habits of Mind

Asher, James, 1997, Learning to another language through actions

Banduara, A. (1986), Social Foundations of Thought and action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice-Hal

Barron, B., & Darling – Hammond, L. (2008), Teaching for meaningful learning. A review of research on inquiry
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Block, CC., Gambrell, L.B., & Pressley, M. (Eds.) (2002). Improving comprehension instruction: rethinking
research, theory and classroom practice. San Francisco: Wiley.

Boyles, N.N. (2004), Constructing meaning. Connecticut: Maupin House

Brelsford, Tand Rogers, P. A. (Ed.). 2008. Contextualizing Theological Education. Cleveland: The Pilgrim Press.

Brooks, J. and Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classroom, ASDC

Brown, D. 1994. Principles of Language Learning and Teaching. 5th ed. White Plains: Pearson

Brown, Douglas H. (2000). Teaching by Principles: an interactive approach to language pedagogy. New Jersey:
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Canale, M. & Swain, M. (1980): Theoretical bases of communicative approaches to second language teaching
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Canale, M. (1993) From Communicative competence to communicative language pedagogy, London: Longman.

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Cooper, et al, Classroom Teaching Skills, 4th ed., D.C.: Health & Co.

Corpuz, B. (1979). Unpublished Master’s thesis, “A Christian humanization of the values clarification approach in
teaching biology: a proposal.”

Corpuz, B.; G. Salandanan (2012). Principles of teaching 1. Quezon City, Philippines: Lorimar Publishing.

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Corpuz, Brenda.: Project-Based Learning and Problem-Based Learning Compared”. The Professional Teacher,
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Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire, Clevedon, England:
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Dean, Ceri B., E. Hubebel, H. Pitler, Bj Stome, (2012). Classroom induction that works, Colorado: McREL

Department of Education (2013) K to 12 Curriculum Guide

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Ernest (1995)

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Houtz, B. (2008). Teaching science today. CA: Shell Education.

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Siliman, Elaine R. (2002) Speaking, reading, and writing in children with Language learning disabilities

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Spady, W. (1994). Outcomes-Based Education: Critical Issues and Answers. Arlington, VA: American Association

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Electronic references:

http://psychology.about.com/od/educationalpsychology/a/experiential-learning.htm)

http://etcjournal.com/2011/06/26/project-based-vs-pproblem-based-learning

opi.mt.gov/PDF/CurriculumGuide/Curriculum…Guide/GRAPHS

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Based_Learning.aspx Retrieved September 1, 2014

Glossary
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Collaborative Learning – this is based on the assumption that students learn bitter when they learn with others

Competencies – the ability to do something successfully or efficiently.

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Conceptual Approach – choosing and defining content of a certain discipline to be taught through the use of big and
pervasive ideas.

Constructivist Approach – an approach to learning that holds that people actively construct or make their own
knowledge and that reality is determined by the experiences of the learner'

Curriculum Guide – is a structured document that delineates the philosophy, goals, objectives, learning experiences,
instructional resources and assessments that comprise a specific educational program.

Experiential and Contextualizing Learning – is based on a constructivist theory of teaching and learning.

Integrative approach – also known as integrative therapy) is a type of therapy in which the affective, behavioral,
cognitive, physical, social, and spiritual aspects of an individual aspects of an individual are used in their
treatment.

Lesson indigenization – the process of enhancing the curriculum competencies, education resources and teaching

learning processes in relation to the bio-geographical, historical and socio – cultural context of the learners'
community.

Methods – procedure, technique, or way of doing something, especially in accordance with a definite plan.

Service learning – relies on a method of teaching and learning that integrates community service activities into

academic
curricula.

Synergy – the concept that the value and performance of companies combined will be greater than the sum of the
separate individual parts

Techniques - is a method of doing some task or performing something.

Thematic Method – is a way of. teaching and learning, whereby many areas of the curriculum. are connected together
and integrated within a theme.

Tri-Question - ginagamitan lamang ng tatlong tanong, ginagamit sa pagpapaalala ng mga pangyayaring naganap na sa
kasaysayan, kontemporaryong pangyayari.

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Prepared by: Maria Esperanza S. Macasarte, Ph.D
COURSE MODULE MODULE WEEK NO.3

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Prepared by: Maria Esperanza S. Macasarte, Ph.D