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

After having been clarified on the outcomes of the teaching of Araling Panlipunan, let us find out what methods
and techniques or activities can help us realize our intended outcomes. In identifying methods and techniques, let us
be guided by time-tested guiding principles for effective teaching of Araling Panlipunan. The end of Araling
Panlipunan teaching is clear, how do we go there? To ensure that we arrive at our destination, let’s make use of
methods and techniques which have been proven to be effective.

Rationale 

The guiding principles in the teaching of Araling Panlipunan can be summarized in the acronym MAVIC. M-eaningful, A-
ctive, V-alue-based, I-ntegrative and C-hallenging.

Intended Learning Outcomes 

At the end of the lesson the students would be able to:

1. examine the alignment of the intended outcomes, Grade level standards and scope of the teaching of Araling
Panlipunan; and
2. discuss the conceptual framework of the Araling Panlipunan.

Pre-activities 

Make an acronym in tagalog or english for:

A - ________________________ P - ____________________________
R - ________________________ A - ____________________________
A - ________________________ N - ____________________________
L - ________________________ L - ____________________________
I - ________________________ I - ____________________________
N - ________________________ P - ____________________________
G - ________________________ U - ____________________________
N - ____________________________
A - ____________________________
N - ____________________________
Why you choose those words?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

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Discussions 

Guiding Principles in the Teaching of Araling Panlipunan:

Effective teaching of Araling Panlipunan is characterized as meaningful, integrative, value-based, challenging and active.
These are the key words in the guiding principles of Araling Panlipunan teaching. Let us explain each of them.

1. Effective Araling Panlipunan teaching is 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 makes 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 is connected to prior
experiences of students. Meaning must be made, and understanding 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. Meaningful Araling
Panlipunan teaching is more than covering content, learning is more than merely taking in subject matter,
and assessment is more than accurate recall.

The common classroom scenario of just making students memorize isolated bits of information such as
names, dates and events then testing them on the same is far from meaningful. Corpuz, et al (2013) gives a
detailed description of this meaningless exercise:

The meaningfulness and relevance of what we teach is considerably reduced by our practice of teaching-to-
the test. We teach today, ask them to copy and memorize what we taught them. The following day we test
them on how much they have retained from what we taught yesterday, period! We repeat the process day in
and day out—deposit information onto their heads which are likened to empty receptacles then withdraw the
same in the test. At the end of the term we withdraw everything in the final examinations and so when
students go back for the next term in their minds are empty again.

The teaching of Araling Panlipunan becomes meaningful also when students challenged to disciplined
inquiry or 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 “Learning by doing” to increase a student’s engagement. To succeed, this method needs to have
a meaning or value to the student, embody in depth learning in the subject and allow the student to use what
he or she learned to produce something new and innovative (Lemke & Coughlin, 2009). Project-based
learning will fit very much in here.

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. It is making them do real-life tasks themselves and using high-
order-thinking skills for mastery of content. It is telling yourself “after learning all these, so what?” Darling
Hammond (2006), education professor and author of education books, asserts that schools should be
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places where “the work students are asked to do [is] work worth doing.

2. Effective Araling Panlipunan teaching is 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.

The curriculum for Araling Panlipunan integrates the totality of human experience over time and space.
Araling Panlipunan is connecting with the past, linking to the present and looking ahead to the future.

The Araling Panlipunan curriculum also makes use of materials drawn from the arts, sciences and
humanities, from current events and from local, national and international examples.
Effective teaching of Araling Panlipunan is sensitive to and integrates multiple intelligences and learning
styles of students.

Effective teaching of Araling Panlipunan integrates cognitive skills required in other disciplines as it provides
opportunities for students to conduct inquiry, develop and display data, synthesize findings, and make
judgments.

Effective Araling Panlipunan teaching also integrates effective use of technology, communication and
reading/writing skills that add important dimensions to students’ learning.

3. Effective teaching of Araling Panlipunan is 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 the value level of teaching that facts
and concepts get connected to real life of students (The 3-level), concepts, (second level) and values (third
level). This is discussed in chapter 3)

Teachers are convinced that students do not become responsible, participating citizens automatically. The
values embodied in a democratic form of government – its commitment to justice, equality rooted in the
respect for human dignity and freedom of thought and speech – should be practiced in Araling Panlipunan
classroom practice students learn democracy right there in the classroom.

Araling Panlipunan lessons are replete with value-laden concerns and issues where students listen to
competing arguments, assess the merits of competing arguments and make informed and value- based
decisions.

In Araling Panlipunan classrooms, students engage in experiences that develop fair-mindedness, respect for
well- supported positions, sensitivity to cultural similarities and differences, and a commitment to individual
and social responsibility.

Adding an emotional touch to Araling panlipunan teaching is also effective-based teaching. Corpus and
Salandanan (2013) wrote in their book “Principles of teaching 2”. “Let us add an emotional touch to learning.

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Without the emotional dimension, our subject matter will remain cold and Lifeless”. Verily, what we
remember most are those that have touched as one way or the other.

4. Effective Araling Panlipunan teaching is active. Araling Panlipunan teaching requires students to process
and think about what they are 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 Araling Panlipunan teaching, students interact with teachers by asking and answering questions as
teachers explain. They participate in meaningful projects that call for critical thinking.

In interactive Araling Panlipunan teaching, in addition to teachers and students interacting with one another,
students also interact with learning materials.
5. Effective Araling Panlipunan teaching is 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.

Araling Panlipunan teachers know their students more than anybody else so they are in the best position to
determine when learning tasks are neither too easy nor too difficult. Striking the golden mean between the
extremely easy and the extremely difficult tasks will be beneficial to student and teachers as well.

Assessment 

The Enhanced Basic Act of 2013 (k to 12 Law) states that curriculum should be “culture-sensitive,” “contextualized
and global.”” To which guiding principles do these relate? Explain
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Reflection 

“Creativity is just about connecting things. A whole lot of nonsense put together, and diluted with a creative passion
can eventually make sense. Keep thinking. Exploring. Keep trying out new ways and methods of doing things and
just when you least expect, you may stumble on that next great world-changing idea that will make all the
difference.”
― Chinonye J. Chidolue

tags: beautiful-nonsense, chinonye-j-chidolue, connecting-things, creative-process, creatives, creativity, creativity-and-
attitude, creativity-quotation, creativity-quotes, difference, eccentric, idea, idea-quote, ideas, keep-thinking, methods, stran
ge, weird, world-changers, world-changers-quotes

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COURSE MODULE Answer the following:
MODULE WEEK NO.2

Things I learned from this lesson

2 Things I will do to apply what I learned

______________________________________________________________________
_____________________________________________________________________

Things I will do to apply what I learned

_______________________________________________________________________

Resources and Additional Resources 

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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
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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

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Brown, Douglas H. (2000). Teaching by Principles: an interactive approach to language pedagogy. New Jersey:
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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.

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

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Giron, P. What every mother-tongue-based multilingual educator needs to know Special Topics 4, Lorimar
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Marzano, R. Pickering (2007). Homework. VA: ASCD

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http://image.slidesharechdn.com/communicativecompetence

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Glossary
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Active - characterized by movement and action. A person might be physically active, not sitting around and doing
nothing, or mentally active, working the mind. 
Challenging – an invitation or a call to action. Challenges vary in scope and complexity. When you ask students to
complete academic assignments or tasks, you are presenting them with classroom challenges,
which
can range from simple to complex.
Conceptualize - to form a concept of conceptualize a new car design especially: to interpret
conceptually conceptualizing reality.
Enhanced Basic Act of 2013 - k to 12 Law
Guiding Principles - multidisciplinary and interdisciplinary nature of Araling Panlipunan as a subject demand that
Araling Panlipunan teaching should be integrative.
Meaningful - It is meaningful when students see the relevance and connection of their lesson to their lives
because it has real-world application
Value-based - is an approach to teaching that works with values.

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