Types of lesson

The concept of school in the past was where knowledge information was to be doled out to the
pupil. Mass knowledge was he main aim of schooling. Learning of skill, or to education has made
it comprehensive. The cognitive, conative an effective aspects of the mental make-up are all to be
harmoniously developed.the emotional and skill aspect are equally important. Hence the school
curriculum has in the recent past undergone a great change. The value of skill in physical as well
as mental development is being recognized ad also that of aesthetic appreciation in training for
emotional life cannot be denied. Consequently the school curriculum is being diversified and the
teaching of 3R’s is being replaced by a training of 3 H’s (Head, Heart, and Hand).Hence with
the changing concepts of education and schooling we can distinguish the following three types of
lessons catering to a harmonious blend of personality development, representing the different
types of activities necessary for its acquisition:
i. Knowledge Lessons
in Knowledge Lessons learning of history, geography, social studies where acquisition of
information is required.
ii. Skill-Lessons
Skills- Lessons its o where the pupils learn a particular type of skill and perform a specific
activity e.g., learning sewing, tailoring, wood work, writing, cooking etc.
iii. Appreciation Lessons
and in appreciation lessons it is o where the pupils get training in aesthetics or where they learn
how to appreciate beauty, e. g, learning poetry, enjoying music and dancing. Each type of the
above lessons involves one of the three aspects of mental life, i. e, knowing, feeling and doing. It
is the emphasis that will make it a distinct type of lesson and will thus demand a distinct procedure
to be dealt with.

Teaching Procedure: (Psychological Units)Conduct of Lessons Knowledge Lesson

Various attempts have been made to formulate a general procedure for the conduct of various
types of lessons. J.F Herbert (1776-1841) and his followers adopted and evolved the most famous
procedure known as Herbertian Formal Steps.
According to the Herbertian School of Pedagogy, the various formal steps are as follows:
i. Preparation
Aims
the social studies teacher must be very clear to understanding that such aims are the
immediate purposes of his particular piece of teaching. General statements like “To exercise”,
the reasoning capacity of the students or to “to inculcate love for one’s country” or to impress
upon the pupils the desirability of hand work’, etc., praiseworthy as they are, should be avoided
in stating the specific aim.

ii. Presentation
iii. Association of comparison
iv. Generalization
v. Application
(Preparation) According to Herbert, the mind of the child must be prepared to receive new
knowledge. The child is to be put in a position to welcome new knowledge. This preparation of
the pupils may involve:

i. Testing the previous knowledge of the pupils.

ii. Announcement of the aim of the lesson in hand of the students. At the preparation stage,
nothing new is to be told to the students. The studies teacher is only to assure himself what the
pupils already know relevant to the topic.

Herbert calls this as “Appreciative masses”. The social science teacher is to put ”Appreciative
masses” to the forefront and thus in a way prepare them to connect the knowledge already learnt.

Preparation will be a sort of testing and re-arranging the contents of the previous lessons, or
correlating the lesson with the daily routine life. Why preparation is sometimes called Motivation
or introduction. (pagbabalik aral or pagganyak part ng lesson plan.)

Sometimes the social science teacher is under the wrong impression that the subject f the lesson
should be elicited from the students themselves. The social studies teacher may give short direct
introduction, put a problem to the pupils to solve, write an attractive title on the background, refer
to the preceding lesson and continue the topic etc.

“Let the social studies teacher, as briefly and concisely as possible, pick up the thread of
knowledge and get the pupils into the line of thought which leads from their present acquirement
to the new end”

Announcement of the Aim (introduction)

The social studies teacher knows his aim and it is implicit in his teaching. The students
equally know where they are being led to. If the preparation has been effectively done, the aim
will automatically emerge. The announcement or stating the aim of the lesson to the students
should not be in a roundabout way, wasting a good deal of time. It should be clear, concise and
free from verbosity and unknown words.

Presentation is also sometimes called “Development” because it is here that the

‘Development’ of the new knowledge takes place.

In the presentation stage of the teacher is advised to bear in mind the following principles:

i. Principle of Selection and Division

ii. Principle of Successive Clearness
iii Principle of Absorption and Integration
Principle of Selection and Division is where the social studies teacher is to select the material to
be presented very wisely and judiciously according to the suitability of the children. What is to be
presented, and how much is to be presented, are the two questions which must be given attention.
the teacher is also to decide how much he is to explain and how much the pupil re to find for
Principle of Successive Clearness is when the lesson is divided into different section, the teacher is
to see that well connected and proper sequence is maintained. He should assure himself that the
knowledge is clear to the students. He should not rush for the succeeding knowledge. Sequential
and successive clarity must be strictly adhered to

Principle of Absorption and Integration Each section or item of the new knowledge or material at
first should be exclusively attended to. Then it should be integrated with what has preceded.

For example: in a series of sub-sections –a, b, c, d etc....b is to be dealt with first in itself, then
integrated with a, similarly ‘c’ first in its own field, then with (ab) and so on. For example
when we are dealing with the rainfall of a particular place, we integrate this knowledge with the
rainfall of the province, later with he country or the region and then with the world-belts or
regions of a particular rainfall etc.

Association of Comparison

- is the knowledge to be learnt is to compared and contrasted and associated with old to get new
knowledge. Educationists are of the view that initial stock of knowledge grows trough the
following three ways:

1.Further and new experience.

2.Association of new facts.

3.Education of new relations between facts.

Association and comparison is sometimes not considered as a separate step, but a part of
presentation step. Its importance lies in deducing new relations from a combination of the old and
new knowledge. (3rd part after preparation according to the herbertian formal steps in lesson
planning.)

GENERALIZATION
- When the mind comprehends new knowledge, it compares and contrasts with what is already
present and only the arrive at general ideas and establishes some law of formula. This step enable
to social studies teacher as well as the taught to systematize the knowledge learn.
the social studies teacher function is to enable the pupil to draw out the generalization from the
relevant data well collected and arrange. Sometimes, generalization may be either incomplete or
wrong detailed. The social studies teacher should guide them to correct and complete it.

APPLICATION

- knowledge without being applied is useless as knowledge incompletely or defectively acquired.

T. Raymont has beautifully pointed out, “ The more acquisition of rules, precepts, principles,
definitions and laws makes directly for pedantry rather than the healthy”.
- inductive process for establishing generalization must be followed by deductive application. It is
a natural sequence. When further applied to particular situation or facts, the generalization, rules
or principle gather further evidence and are thus fully and securely established.
RECAPITULATION

- recapitulation is merely a revision or repetition of the knowledge learn in the lesson, or it is a

setoff going over again and salient of important knowledge learn. Recapitulation is the exercise of
memory or retentively of knowledge.

In recapitulation children should be given adequate practice in reproducing the material learnt
before they are capacitated to give an original expression.

FORM OF APPLICATION

- The application of knowledge learnt makes take a variety of form. The plan of putting the
knowledge learnt to use in the form of solving some problems in mathematics, which has been
traditionally confined to this subject only , should be extended to all types of knowledge
discipline.
Children may be given some constructive or creative exercises in which they may exhibit their
priginality. New types of test may also be usefully set to the student.

Detailed Lesson Plan- • It contains what the teacher does and says and what the students are
expected to say and do.
Everything is written down like a script of a play.

• Old detailed lesson plan has five parts:

 Objectives-
 Subject Matter (topic, references, materials)
 Procedure (motivation, activity, routines, lesson proper)
 Evaluation
 Assignment

Lesson Plan format that is currently used in DepEd has seven (7) parts.

I. OBJECTIVES
First, it’s best to view your lesson objectives as goals for your class and students. One of the most
popular goal-setting strategies is the “SMART” criteria, which ensures goals are focused.
Is the objective specific?
Is the objective measurable?
Is the objective attainable by all students?
Is the objective relevant to your class and students?
Is the objective time-based to align with your syllabus?
A. Content Standard- identifies and set the essential knowledge of understanding that should be
learn. They cover a specified scope of sequential topics within each learning strand, domain,
theme or component. It answers the question “What should the learners know?”.
B. Performance Standard- It answers the question “What can learners do with what they
know?” “How well must learners do their work?” “How well do learners use their learnings or
understanding in different situations?” “How do learners apply their learning or understanding in
real-life context?” What tools and measures should learners use to demonstrate what they know?”
C. Learning Objectives
Knowledge – cognitive
o Knowledge objective is aligned with the curriculum guide
Skill-psychomotor
Attitude- affective

When creating your lesson objectives, keep in mind that it’s easier to measure student success
when you have specific goals.

II. CONTENT
A. Topic
B. Learning Resources
C. Learning Materials
D. Values Integrated
The list of materials for each lesson depends on what you plan to teach, how you’ll teach it,
and how you’ll measure lesson objectives.

III. PROCEDURE – is an in-depth explanation of how the lesson will progress in the classroom. It
is essentially step-by-step instructions that walk you through everything from the time students
enter the classroom until the bell rings at the end of the period.
A. Preliminary Activities
B. Developing Activities- that includes drill, review, unlocking of difficulties
C. Motivation
D. Presentation
E. Discussion
F. Developing Mastery- guided-practice, independent practice
G. Application
H. Generalization

IV. EVALUATION- it measures whether your students learned a lesson’s information and met
your lesson objectives. Some of the most common assessment options include:
Quizzes
Hands-on activities
Group presentation
Exit slips

V. ASSIGNMENT/AGREEMENT
VI. REMARKS
VII. REFLECTION- The lesson reflection portion of a lesson plan encourages teacher to take
notes on how to improve a lesson after it has been completed. Essentially, you want to note any
part of your lesson that didn’t go as expected. In addition, it’s smart to record ideas for
improvement or adjustments in this section as well. That way, when you go to teach your lessons
in the future, you have all the information for improvement in one place!

II. content- laerning resources should be written completely. with name of the book, author, title
pages and volumes kung meron.

So itong topic ko is based on the old format ng lesson plan. Fito natin makikita yung pag kakaiba
ng detailed and semi- detailed lesson plan.

A semi-detailed lesson plan is less intricate than the detailed lesson plan. It is having a general
game plan of what you wanted to cover for that subject on that particular day.
A semi-detailed lesson plan will give information about a lesson plan but not as much as a detailed
lesson plan.
In semi-detailed lesson plan has only contains procedures or steps to be used in the lesson proper.

Based on K to 12 lesson plan

I. Objectives
The first thing a teacher does is create an objective, a statement of purpose for the whole lesson.
An objective statement itself should answer what students will be able to do by the end of the
lesson.

III. Procedure
Is the body of your lesson plan, the ways in which you’ll share information with students and the
methods you’ll use to help them assume a measure of mastery of that material.
In semi-detailed lesson plan has only contains procedures or steps to be used in the lesson proper.

For detailed lesson plans, this includes the expected routines, the activities that wiand the
questions and answers.
In semi-detailed lesson plan has only contains procedures or steps to be used in the lesson proper.

The procedure makes up the body of the lesson plan, it is an explanation of how the lesson plan
will progress step by step

IV. Evaluation
It can take the form of formative test consisting of a 10-item multiple choice questions after the
day’s lesson to determine the mastery of learning, e.g., 95% of the class got 100% correct answers.

V. Assignment
It includes questions, exercises, and/or a set of practice specified by the teacher. In order to
succeed in discussing the assignment for the following day, a teacher give focused/specific
questions for students to answer.

BRIEF LESSON PLAN

- A brief lesson plan is one that hits the main points of a lesson and does not involve a lot of
details. The brief lesson plan can give an overview of the expected learning outcomes of the
particular module.
- Only guide statements or brief explanation of the activities to be performed in each part are
provided.

PARTS OF BRIEF LESSON PLAN

I. Layunin
II. Nilalaman
III. Pamamaraan
A. Panimulang Gawin
B. Panlinang na Gawin
C. Paglalahat
D. Paglalapat
IV.Pagtataya
V. Takdang Aralin

Steps to building your lesson plan

1. Identify the objectives

2. Determine the needs of your students
3. Plan your resources and materials
4. Engage your students
5. Instruct and present information
6. Allow time for student practice
7. Ending the lesson
8. Evaluate the lesson

1. Identify the objectives

- To build a lesson, you first need to identify the objectives of each class. What do you hope
to accomplish by the end of the period? Are there specific things that your students should know
or be able to do?
2. Determine the needs of your students
- With this particular lesson, are you introducing new material or reviewing what you’ve
already taught in a previous class? At the start of the class, be sure to let students know what to
expect so they can stay focused on meeting your objectives.

3. Plan your resources and materials

- Make a list of the resources and materials you’ll need to teach this lesson, such as paper,
pens, and rulers. Don’t forget to include technology resources in your plan when appropriate —
laptops, and gamified learning tools, like apps or educational websites.

4. Engage your students

- What’s the point of a lesson if your students aren’t engaged? You want them to be
interested in what you’re teaching. Thus, to prepare, you need to get them interested in what this
lesson is all about. Give them an outline of what you’re going to be presenting. Then, introduce
the subject more informally.

5. Instruct and present information - Once you’ve set the stage for what you’ll be teaching,
it’s time to present the information to your students. This is the time to instruct and use whatever
resources you’ve included in your lesson plan.

6. Allow time for student practice

After teaching new material, leave time for students to practice.

7. Ending the lesson

- Finish the lesson with a quick wrap-up. Do a brief overview of the lesson, including the
main concepts the class learned. Ask students to identify the key ideas as a refresher, and leave
them with a preview of the next lesson so they know what to expect.

8. Evaluate the lesson

- Did you achieve your learning objectives? Provide students with the opportunity to show
they know the material by using a short quiz or test

The composition of a lesson plan can include three primary elements.

The first part is a warm-up and review of previous materials as education is a cumulative
process.
The second part of the plan involves the introduction and implementation of new material
and exercises.
The final part of the plan may serve as review time or an casual introduction into the next
day, or dissemination of homework materials and assignments.

INTRODUCTION The planning for the unit is known as ‘UNIT PLAN’ usually after the year
plan, the teacher plans the unit plan. So the year plan should therefore be ready before one starts
preparing the unit plan.

So unit plan is a plan of a teacher for the whole unit.it van be for unit 1 ,2 etc. Inthe book.

Pero before mgwa ito a plan for the whole year must be done ahead.

1.)CARACTERISTIC OF UNIT PLAN

1. Effectively in terms of whole rather than fraction

2. Developmental & therefore provide for vertical & horizontal organization of learning
experience
3. Effective when is an understanding and acceptance of goal to be achieved & there is full and
free participation in planning for the attainment of those goals.
4.Necessity for providing for individual differences in rates of learning & interests,
5. Unit planning recognizes that true learning renders the learners increasingly skill in self-
directions.
6. Unit planning provides sound basis for evaluation.

So these are the diff. Characteristics of a unit plan that a teacher must consider.

A unit plan can be collaboratively plan by teachers teaching same subject in a year.

A unit plan must be a developmental plan. Meaning it should look into the future development in
terms of learning competencies of the students.

Dto na plaplanugin kung ano mga possible activities to develop students skill, attitude, and
knowledge that would be put into action under the daily lesson plan which can be in the detailed,
semi-detailed and brief.

The word ‘teach’ arises from the Old English tæcan meaning “to show, point out, or demonstrate”.

Teaching is the process of attending to peoples needs, experiences and feelings and intervening so
that they learn particular things, and go beyond the given.

There's a lot of definition about teaching.

One more thing is teaching is also a transmission of knowledge for one person to another and also
is a guide to discover someone's great potential.

A good teacher is someone who makes their students successful academically.

A good teacher is more than just standing in front of the class and explaining content, they are the
bridge between students and knowledge.
TEACHING CONCEPTS
A. Teaching is a complex human activity - teaching involves a wide range of human interactions,
organizational arrangements and material resources that converge on the teaching process.

The three activities inherent in teaching (by Garcia 1989-15-16)

1. Human interaction
2. Organizational arrangements
3. Material resources

1. Human interaction - teaching is considered a system of actions varied in form and content but
directed toward learning. It is the interaction of the teacher with his students that learning takes
place.
These actions and interactions are personal but they are also logical in that they have a
certain structure, a certain order.

The logical operations involved three variables such as:

a. The teachers behavior
b.The learners behavior
c.Various postulated entities such as memories, beliefs, needs, interferences, which are
intervening variables.

The independent variables in the teachers behavior consist of LINGUISTIC BEHAVIOR,

EXPRESSIVE BEHAVIOR, and PERFORMATORY BEHAVIOR.

Linguistic behavior - also known as verbal communication whereby teachers verbalize their
thoughts language that is characterized by spontaneity, persision and naturalness.

Here in linguistic behavior, teachers use oral communication to transmit the opinions, and
information to the learners through their naturalnss, the way she speak.

Expressive behavior - patterns of communication achieved through changes in the tone of voice,
facial expressions and kinesis motions of the hands, arms, eyes, head or other parts of the body.

May ibat ibang paraan ang mga teachers in using this behavior, some of the teachers are using the
tone of their voice, nilalagyan Nila ng stresses Para Mas ma emphasize ang main idea.

Another one is performatory behavior includes all physical activities such as :

A. Writing on the blackboard
B. Operating projectors and record players.
D. Manipulating models
D. Using laboratory equipment, tools, machines, computers etc.
1. Organizational arrangements. Teaching is an activity with four phases.

A. Curriculum planning phases - helping to formulate the goals of education, selecting content and
stating objectives.

B. An instructing phases- creating intentions regarding instruction strategies and tactics interacting
and acting on situational feedback about instructions.

C. A measuring phases- selecting or creating measurement learning, organizing and analyzing

measurement data.

D. An evaluating phases- evaluating the appropriateness of objectives of instruction and the

validity and reliability of the devices used to measure learning (John Hough 1970)

3. Material resources- the process of teaching includes:

a. The selection and development of instructional units

b.Planning individual lessons
c.Organizing materials for instructional purposes
d.Designing the methods to be used.
e.Classroom managements
f.Evaluation of pupils achievements
g.Reporting of pupils grades (B. J. Chandler and Daniel powel, 1970

B. Teaching is both science and Art-for effective teaching, a teacher must integrate both art and
science while teaching in the classroom. The teacher who doesn't apply scientific knowledge to
teach the students runs the risk of using the methods and principles of ineffective teaching.
If the teacher is able to balance both art and science it will make it easier for the students to learn
and assimilate the information while keeping their attention.

If the teacher is able to balance both art and science it will make it easier for the students to learn
and assimilate the information while keeping their attention.

Gracia (1989) quoted Eister (1983) when he pointed out a couple of distinguishing marks between
these two facets of teaching.

SCIENCE
1. Teaching as a science emphasize the cognitive and psychomotor aspects of learning or
symply the subject matter that must be put across into the learners level of awareness as well as
the skillful performance that they should be able to develop in by themselves.

ART
 Teaching as an art is more suited to satisfy the soul- learners needs an appreciation whatever
knowledge students has gained and skills they acquired

Every learners need an appreciation, Para ma boost ang mga skills ng learners.

2. Teaching as a science views the teacher as an ACADEMICIAN as well as a CRAFTSMAN

As a ACADEMICIAN he is pictured to be disciplined, organize systematic in his teaching such as:

A. Have a mastery of the subject matter

B. Organize it well in a form that is comprehensible to his learners.

As a CRAFTSMAN, he has a reportoire of teaching methods and is quite skillful in their use.

C. Teaching as a system - according to Navarro, et al (1988) teaching as a system to guide the

students. The teachers are playing the major role in instructing the inexperienced is that they can
develop into upright and useful members of society and well adjusted citizens with wholesome
personalities such as :

A. Love of country
B. Duties of citizenship
C. Moral character
D. Personal discipline
E. Scientific, technological and vocational efficiency

D. teaching is one of the most exalted forms of social services - according to Gregorio (1976) the
classroom is a society made ul of teachers and learner's working together for the purpose of
human growth and betterment

D. teaching is one of the most exalted forms of social services - according to Gregorio (1976) the
classroom is a society made up of teachers and learner's working together for the purpose of
human growth and betterment

The teachers must have this kind of characteristics, honesty, integrity and skilled to fulfill the
social needs.

The true measure of service is not what the teaching organization has planned but what the
members have done to improve the living conditions in the community and to save humanity.

E. Teaching is the responsibility of the teacher and the learning is responsibility of the learners--
teaching is always a two way track. The stimulus is teaching and the response is learning

According to Palma (1992) learning involves a process and brings about an outcome.
Here in letter E. It is like a communication wherein, in communication there are sender and
receiver, the sender here is the teacher and the receiver are the learners, it also involve here the
process and outcome. For them to achieve the outcome, both of them should do their
responsibilities. Teachers should do her responsibilities like, to teach the lessons, guide the
learners and to motivate the learners Para maging interesado ang iyong mga students, you need to
reward them if they have an accomplishment, for them to be motivated to listen and study hard.

The 8 Ms teaching (as conceptualized by Palma( 1992))

I. Miliue. The learning environment. - miiue is the physical environment the place of work, the
classroom, or even the school campus where the learning can be done

This is the most important factors affecting students learning, because students learn better when
they view the learning environment as positive.

II. Matter.- matter refers to the content. A basic tenet in organizing matter is mastery of the subject
matter. The role of the teacher is to see to it that the subject matter is not only covered but
mastered as well. It is mastery that will add to the pupils level of proficiency and understand of the
content and to ensure that students experience academic success.

III. Method. - they are purposeful, planned activities and task that are undertaken by the teacher
and the students in the classroom to bring about the intended instructional objectives.

An effective teacher employ ls a variety of the teaching strategies that will set the mood for
classroom work, activities. The teacher must not limit his strategies to chalktalk or lectures. He
should device a way where students can engage in wholesome activities that will not only arouse
their interests but tap whatever potentials they have.

It says here that teachers must not limit strategies . Yes! Because students have an individual
differences, some of the students are fast learnera but some of them ar slow learners. Dapat may
extra strategy ang teacher Para sa mga studyanteng hindi nakakasunod for them to cope up.

IV. Materials.- materials are the resources, both human or physical object, made available for use
by the teacher and learners. These materials serve as stimuli in the teaching - learning situation.

These materials are meant for the learners to understand the world they live in and therefore the
basic realities each learners has to contend himself with.

Media. - it is the system of communication in the teaching learning process aimed at promoting
common understanding in instruction and setting and maintaining a healthy climate in the
classroom conducive to learning.
In here, teachers should make an effort to use language efficiently. He suppose to serve as a good
model of a good language user.
Another one is, teachers should keep in mind the principle of parsimony in the use of language.
He should strive to keep his communication clear concise and comprehensible at all times.
Language should, therefore be simple and familiar tk the learners.

VI. Motivation. - is a cardinal principle in learning. A learner will learn only those things he wants
to learn. If a students is not interested in what he is learning, he will simply "go through the
motions." or worse he will not engage himself in the learning act at all.
In here, dapat kunin muna ng teacher ang attention at interests ng kaniyang mga students before
siya mag proceed sa discussions. And most and for all, teachers should gratify your students every
time na makaka sagot sila sa mga question na binibigay mo Para Mas mamotivate pa silang mag-
aral ng mabuti

VII. Mastery. - the Be-all end-all of learning--mastery means habitual or automatic change in
behavior brought about by the learners having internalized what they have acquired through
repetition and application.

Techniques of teaching. - Garcia (189) states that a common error among teachers is to use
interchangeably ter8like approach, method and technique such pedagogical weakness may be
considered as closely identified with the procedural aspects of teaching but they are basically
different and distinct although related to one another.
~approach
~methods
~technique

APPROACH. -
- an enlightened viewpoint of teaching
-provides sounds philosophy and orientation to the whole process of teaching in which the
selection of an instructional method is part and parcel o.
-embraces the entire spectrum of the process such as that:
a. It specifies the major goal of teaching.
b.The priorities among the three domains, cognitive, psychomotor and affective.
c.The role of the teacher
d.The expectations from students
e.The nature of the teaching - learning process
f.The kind of evaluative techniques and suitable teaching method/ strategies to be employed.

These are two salient points to remember :

First-all approaches of the teaching are viewpoints of teaching but not all viewpoints of teaching
are considered approaches of teaching

Second- the selection of an instructional method is based on a given approach.

It may be any of the following :

- a set of correlative assumptions dealing with the process of teaching
-an axiom that describes the native of the subject matter to be taught.
- a point of view, a philosophy an article of faith, somthing which one believes but cannot
necessarily be proven.

METHODS / STRATEGIES . - it refers to an organize orderly, systematic, well-planned

procedure. It consist of steps which are logically arranged aimed at achieving the specific aims of
instruction, at enhancing greater teaching and maximizing ng learning outputs. Methods directs
and guide the teachers in all class activities and involves as well the organization of materials to
get things

Organization of materials can be categorized into two:

1. Logical organization--aims to facilitate the recall or location and use of facts, ideas materials,
procedures etc.
2.Psychological organization--is designed to facilitate learning of new things

The logical organization is achieved by any of the following :

A. Association of one's ideas and arranging known materials like books, letters and the like
systematically
B. Organizing ideas of a similar nature under an appropriate heading
C. Using suitable headings for the major division
D. Grouping the related sub-point

The pedagogical organization is realized through :

a. Understanding how pupils learn things normally
b.Selecting those that seem to have a definite bearing learning on the given task
c.Making free and controlled associations needed in developing the work

Strategy in the beginning is a monopoly of other disciplines like military, science, politics,
economics and even psychology

Technique. - a technique is implementational and that which actually takes place in a classroom. It
is a particular trick, or contrivance used to accomplish an immediate objective . It is usually
consistent with a method and therefore, in harmony with an approach as well. It depends on the
teachers, his individual artistry, and on the composition of the class.

A technique is also defined as a procedural variation of a given method.

Variation in technique calls for alternative which can be I the form of small group discussions,
panel discussion, debate, brainstorming, resource speaker and others

Classification of teaching methods.

Criteria :
1. Whether methods are addressed to.
a. Whole class - lecture method
 b.Group of students - group discussion
c.Individual students - modular learning

2 Whether methods are:

a. Highly cognitive-reporting / unit method
b.Highly psychomotor - project method
d.Highly affective--role playing simulation, sensitivity training, organic technique, cross-age,
tutoring and technique, cross-age, tutoring and affective exercises.

3 Whether methods are:

a. Teacher monopolized - pure lecture
b.Student monopolized - field trip
d.Teacher - st3 collaborated - socialized classroom discussion

4 Kilgore (1982) categorized teaching styles into two major areas: (direct teaching, and indirect
teaching)

a. Direct teaching - teachers provides new or additional information to students through:

1.lecturing
2.Film showing
3.Field trip

b. Indirect teaching - teacher structure activities in which the learners is active such as:
1. Playing games
2.Group role playing
3.Inquiry training
4.Laboratory work

5. Whether methods are:

a. Convergent-- this mode of teaching makes students come together to a point which means
they are expected to accept an idea or set of ideas like what is being done in the process of
generalizing or jotting down the teachers lecture notes.
b.Divergent - permits students to branch out to different ideas allowing them to share diverse
about a certain topic or issue.

6.the classification of teaching method is based primarily on the nature of the teaching - learning
activity.
For instance on the basis of teacher - student involvement the socializes classroom discussion,
the small group discussion, and panel discussion are three different teaching methods since they
present three varying degrees of teacher-student participation.

CATEGORIES OF TEACHING METHODS

1. Inductive and deductive methods
2.Lecture method
 a. Outlining technique
b.Component technique
c.Sequential technique
d.Relevance technique
e.Transitional technique

3 discussion method
a. Small group discussion technique
b.Socialized classroom discussion technique
c.Direct instruction or classroom teaching technique
d.Panel discussion technique
e.Recitation technique
f.Interview technique

4. Reporting method
a. Unit or Morrison Ian technique
b.Individual and group technique
c.Reading and story-telling techniqus
d.Schematic technique
e.Symposium

5.investigatory method
a. Laboratory technique
b.Problem-solving technique
c.Research technique
d.Field study technique
e.Experiment technique

6.activity method
a. Project technique
b.Field trip technique
c.Dramatization technique
d.Role playing technique
e.Simulation technique
f.Brainstorming technique
g.Debate

7. Demonstration method
a. Teacher-directed
b.Student-directed
c.Teacher and student--directed
d.Resource speaker

d.
8 Self pacing method
a.programmed instruction, models, kits, correspondence course
b.Mastery learning technique

9 integrated method
a. Lecture discussion
b.Demonstration lecture
c.Film showing discussion
d.Reportong discussion
e.Inductive- deductive

10. Traditional method

a. Textbook technique
b.Rote-learning technique
c.Teachers full directed technique
d.Memorization technique
e.The 2 x 4 x 8 technique of teaching

APPROACHES IN THE TEACHING SOCIAL STUDIES

Approaches refers to the process of organizing the curriculum content , activities and processes
into a meaningful whole based on certain philosophical or pedagogical ,principles.most often
prescriptive in nature, the approaches determine the methodologies and strategies which may be
used in the teaching learning processes.

One of this approach is the Constructivist approach..

-is a philosophy of learning founded on the premise that by reflecting on our experiences,we
construct our own understanding of the world we live in.

Each of us generates our own rules and mental models we use to make sense of our expsriences.
Learning therefore is simply the process of adjusting our mental models to accomodate new
experiences.

We the FIVE PRINCIPLES OF CONSTRUCTIVIST LEARNING

1. POSING PROBLEMS OF EMERGING RELEVANCE TO LEARNERS

2. SEEKING AND VALUING STUDENTS POINT OF VIEW
3.STRUCTURING LEARNING AROUND PRIMARY CONCEPTS
4. ADAPTING CURRICULUM TO ADDRESS STUDENTS SUPPOSITIONS
5. ASSESSING STUDENT LEARNING IN THE CONTEXT OF TEACHING.
CONSTRUCTIVIST APPROACH TO THE TEACHING SOCIAL STUDIES

a. Curriculum emphasizes bug concepts ,beginning with the whole and expanding to include the
parts
b. Pursuit of students questions and interest is valued
c. Materials include primary sources of material and manipulative materials
d. Learning is interactive ,building on what is the students already knows

e. Teachers have a dialogue with students helping students construct their own knowledge.
f. Teachers role interactive ,rooted in negotiation.
g. Assessment includes students works, observations, and point of view as well as tests. Processes
is as important as product.
h. Knoeledge is seen as dynamic,ever changing with our experiences.
i. Students work primarily in groups-collaborative learning.

proceed to the ROLE OF THE TEACHER IN PROMOTING CONSTRUCTIVIST-BASED

LESSON

-helps students construct knowledge rather than merely reproduce a series of facts.
-provides tools such as problem-solving and inquiry-based learning activities with which students
formulate and test their ideas,draw conclusions and inferences and pool and convey their
knowldge in a collaborative learning environment.
Provides opportunities where students become engaged by applying their existing knowledge and
real world experience, learning to hypothesis testing their theories and ultimately drawing
conclusions from their findingd.

The teacher should be able to :

-prompts students to formulate their own questions(inquiry)
-allow multiple interpretations and expressions of learning (multiple intelligences)
-encourage group work and the use of peers as resources (collaborative learning)
-primary goal is helping students learn how to learn.

PROBLEM BASED LEARNING

- PBL is focused,experiential learning (minds-on hands-on) organized around investigation and
resolution of messy, real world problems.
- it also provides authentic experiences that foster active learning, support knowledge construction
and naturally integrate school learning and real life.

ASSUMPTION OF PBL
Learning an active mode is more effective than passively receiving information.

Teaching and learning are shared experiences between teachers and learners.

Participation in small-group activities develops higher order thinking skills and enhance individual
abilities to use knowledge.

Accepting responsibility for learning as an individual and as a member of group enhances

intellectual development.

STEPS in PBL

Explore the issues

List what do we know

Develop and write out the problem statement in your own words

List out possible solutions

List actions to be taken with a timeline

List "what do we need to know?"

Write up your solutions with it's supporting documentation and submit it

Review your performance

Celebrate your work

LETS PROCEED TO COLLABORATIVE LEARNING

Collaborative learning

-is an instructional approach in which students work together in small groups to accomplish a
common learning goal.

Assumption of cooperative learning

- learning is an active mode is more effective than passively receiving information

-teaching learning are shared is experiences between teacher and students
-participation in small group activities develops higher order thinking skills enhance individual
abilities to use knowledge.
-accepting responsibility for learning as an individual and as member of a group enhances
intellectual development.
- articulating one's ideas in a small group setting enhances a students ability to reflect on his/her
own assumptions and thought processes
-developing social and team skills through the give and take of consequences building is a
fundamental part of liberal education.

Last time we discussed about the diffrent approaches in teaching social studies..
We have the following approaches:
1. Constructivist approach
2. Problem-based learning
3. Collaborative learning

This time we will be discussing also the different kinds of Improved Instructional Practices, which
are the following:
Discover approach, Conceptual approach, Process approach, Integrative approach, Program
instruction, Modular instruction, and Team teaching.
DISCOVERY APPROACH

-refers to an inductive method of guiding pupils to discuss and organize ideas and processes by
themselves. It means helping the use ideas already acquired as a means of discovering new ideas.

-according to Lardizabal, et al., the discovery approach is the process by which the children under
subtle direction go through the logical process of observation \, comparison, and abstraction,
generalization, and application. Instead of “telling”, either by the teacher or a textbox explanation ,
self-discovery sets up learning situations whereby children are encouraged to explore a process or
discover rules. The primary concern is with developing a pattern of thinking instead of merely
arriving at an answer.
Definition given by other authors

1. It stresses the learning of concepts, theories, principles, and content through discovery rather
than rote memorization (Anderson, 1969)

2. It is not only the act of finding out something unknown before mankind but also includes all
forms of obtaining knowledge for oneself by the use of one’s own mind (Rowe, 1973).

3. It is the act of an individual using his mental processes(cognitive abilities) to derive a

concept or principle. A discovery activity is a lesson designed to help students discover concepts
or principles for themselves. It is a matter of rearranging data internally so no concepts are
formed. It involves finding the meaning, the organization , the structure of the ideas (carin and
Sund, 1971).

4. It incorporates those views of teaching which place greatest emphasis on the self-directed
Activity of the student. It incorporates some of the present -day concern for creativity,child
development, and the terminology of cognitive psychology .(Myron and Karplus, 1962).

5. It’s main emphasis is on the teacher not telling the students the principle or generalization or
rule when they are supposed to learn (Ausubel, 1961).

6. It is a matter of rearranging or transferring evidence. It is a type of thinking. This type of

thinking occurs in such a way that the individual discovers what goes beyond the information
given to new insights and generalizations (Bruner, 1965).

7. It allows the students to become “active in the learning process.” He must engage in doing,
manipulating materials, an interpreting results. As a result, he discovers something (Hendrix,
1961 ).

PROCESS APPROACH

Maybe defined as teaching in which knowledge is used as a means to develop students learn
learning skills. Students are actively engaged in the activities so the competencies needed in the
subject could eventually be acquired by them. For instance if they are to learn cooking they should
actually cook rather than devote a great deal of their time on the theoretical aspects of cooking.
The essence of the process approach lies on the three major points:,
1. Emphasis on process implies a corresponding deemphasis on the subject content ( the concern is
to learn and not what to learn)
2. It centers upon the idea that what is taught t I children should be functional and not theoretical
(If you learn math, do what mathematicians do , if you learn science, do what musicians do;) and
3. It introduces the consideration of human intellectual development

The process of approach originated from the used to be a monopoly of science introduction. But
today, it is identified primarily with skill-oriented subjects like practical arts home economics, and
even with knowledge-laden subjects like social studies

Learning Skill in Selected Subject

I. Social Studies

A. Thinking Skills
Observing, describing, developing concepts, differentiating, defining, hypothesizing,
comparing and contrasting, generalizing, predicting, explaining and offering alternatives

B. Academic Skills
Reading, viewing, listening, out-lining, note-taking, caption-writing, making charts, reading and
interpreting maps, diagraming, tabulating, contracting timeliness and asking relevant questions

C. Social Skills
Planning with others, participating in research projects, participating productively in group
discussion, responding courteously 5o the questions of other ñs, leading group discussion, acting
responsively and helping others

INQUIRY APPROACH

-is the search for truth, information, or knowledge. It pertains to research and investigation and to
seeking for information by asking questions (Kilnkman, 1970).
- is also a search for the solution to a problem through an exploration an evaluation of alternates
(Suchman, 1964).
- the inquiry approach views a given discipline more as an attitude than as a body of Knowledge
or as a method.
Emphasizing the effective aspects of learning, it uses both the content and processes as means
toward the development of the qualities of the mind as curiosity, skepticism, intellectual honesty,
and others.
Hence, the primary aim is the development of a desirable attitude including proper appreciation
and valuing.
--the inquiry approach can either be inductive or deductive.

Deductive, if the teacher in the beginning provides students with background information. Which
will serve as the subject of the inquiry. It can also be done soon after the students have learned
through discovery.
The generalization that they have just formed could be subjected to closer scrutiny during the
inquiry session so it will lead them toward a more in depth understanding of the generalization.

On the other hand, the inquiry session becomes inductive when through a set of questions
presented, the students are able to come up with certain ideas of their own which are open for
further investigation.

Multimedia
Is one of the important innovations in the field of educational technology to improve the process
and the project of teaching-learning. The multimedia approach consisting of the use of the
appropriate and carefully selected devices, techniques and media in such a combination as to yield
in the most effective realization of the teaching- learning objectives in a best possible way.
The term multimedia approach to teaching-learning maybe refered to the use of appropriate and
carefully selected varieties of earning experiences which when presented to the learner through
selected teaching strategies, will reinforce and strengthen one another in such a way that the
learner will achieve predetermined objectives in an effective way.
Multimedia to teaching-learning can be classified in different ways. These media are so selected
and planned as to yield possible results in a most appropriate ECONOMICAL COMBINATION.

CHARACTERISTIC OF MULTIMEDIA
Multimedia calls for the use of number of media,, devices and techniques, for teaching –learning.

Multimedia approach is the contribution and the net results of researches and experiments going
on in the subjects of education technology for improving the process and the products of the act
of teaching-learning.

The variety of media are carefully selected as to prove quite effective in providing learning
experiences to the learners for achieving the predetermined teaching –LEARNING .

MULTIMEDIA approach ask for the judicious and planned use of the hardware and software
available in the field of educational teachnology.
In multimedia approach the several media and techniques can be effectively used as appropriate
vehicles for the needed communication of ideas in the process of teaching-learning.
Multimedia Approach has become an inevitable part in the teaching/learning process. Multimedia
approach facilitates the task of attaining desired teaching-learning objectives on the path of
teaching –learning in a quite effective way. Multimedia approach calls for the use of number of
medias, devices and techniques for teaching –learning .

The several media and techniques can be effectively used as appropriate vehicles for the needed
communication of ideas in the process of teaching-learning. In terms of methods, techniques and
materials bring life in the process of teaching-learning . It equips the teachers for better teaching
and for the learners for better learning. It provides training for the utilization of numbers senses,
sight, and touch and taste for gaining the direct and lively experiences.

MASTERY LEARNING
The skill programs offered as The Mastery Learning is based on the philosophy that all children
can become achievers if taught at a level of their own proficiency and encourage to progress at a
rate of their ability to master clearly defined units of learning. Mastery learning proposes that all
children can learn when provided with the appropriate learning conditions in the classroom.
Mastery learning does not focus on content, but on the process of mastering it. This type of
learning works best with the traditional content-focused curriculum, one based on well-defined
smaller , sequentially organized unit.

ECLECTRIC APPROACH
Is a method of language learning/teaching that combines various approaches and methodologies to
teach language depending on the aims of the lesson and the abilities of the learners.
- In this approach teacher has more flexibility and adaptability to the choose best elements
according to the need and aim of the students . Different teaching methods are borrowed and
adapted to suit the requirement of the learners. It breaks the monotony of the class. There are
varied approaches and methods used for language teaching.
In eclectic approach, the teacher can choose from these different methods and approaches:

- Grammar translation method

- Direct method
- Structural situational method
- Audio-lingual/audio visual method
- Bilingual method
- Communicative language teaching
- Total physical response
- The silent way

VALUES CLARIFICATION APROACH

- Is an approach that helps client clarify their goals, priorities and values, make decisions , and
implement changes in their lives. It is not an approach to mental counseling by itself , but it can be
integrated into many mental health counseling approaches.
- Is an educational intervention that includes reflexive personal ,sociocultural and intercultural
processes whereby one seeks to identify the undergirding or influential value priorities that guide
one’s interest ,choices ,actions and reactions in a variety of interpersonal and social contexts.

Overall, today we discussed about multimedia approach and it's characteristics, mastery learning,
electric approach and it's different methods and approaches, and values clarification approach.

CLASSIFICATION OF STRATEGIES: Expository Strategies

CLASSIFICATION OF STRATEGIES: Expository Strategies

1. Unit Method
2. Field trip Method
3. Inductive/Deductive Method
4. Lecture Method
5. Project Method
6. Tri-question Method

UNIT METHOD

(1) Introduction: A unit is a cerefully developed series of child-like experiences, related to a

particular to PTC and designed to contribute to the achievement of the purposes of Social Studies.
The extensive use of the unit method of teaching in Social Studies followed the introduction of
problems and projects.

C.V. Good,
" Unit is a major subdivision of a course of study a textbook or a subject-field particularly as sub-
division in social studies, practical arts or sciences. It is an organization of various activities
experiences and types of learning arround a central theme, proble or purpose developed co-
operatively by a group of pupils under teacher purpose. It in invower planning execution of plan
and evaluation of results".

A unit is designated to focus attention on signifusion and discouragement which comes from long
attention to not significant details.

Units functions is to challenge and givid the students through a learning experiences. Units for
lower classes should shorter them those ments for higher classes. Childrens needs, interest,
capabilities and capability should always be kept in mind while selecting unit for them. A Unit
must have relationship to the whole course unit must be comprehensive. A good unit should
provide for the intellectual social and emotional development of children through the integration
and co-relation of their learning activities. It should be functional mering towards some definite
good.

Michaelies,
" A unit in Social Studies may be defined as a carefully develop theories of child-like experience,
related to a particular topic and design to contribute to the achievement of the purpose.

(2) Procedure:

1. Exploration
2. Presentation
3. Assimilation
4. Organization
5. Recitation

(3) Advantages:

1. The traits that Social Studies teachers wish to develop in their pupils are promoted through the
unit procedure.
2. Group situations should be provided to enable children to learn to work in groups.
3. It focuses altertion on the individual child his problems and his interest.
4. It is stimulated is the use of supplementary material.
5. It combines and eneourages progression measures in the educational field.

(4) Limitations:

1. A look of uniformity in teaching methods leads to generally state of wonder confusion of

indecision.
2. Social Studies teachers may not have sufficient training in the techniqul of forming units.

In this method, the teachers prepare their own set of units to give a personalized instruction of
their convenience and by considering the understanding level of particular students in the class.
This method in teaching largely focuses on the learning of the students rather than teaching,
students activity rather than teacher activity

FIELD TRIP
What it is: A planned visit to points outside the regular classroom.

When to use it: To develop appreciation and understanding of things as they really are and to
secure information at its source.

How to use it:

The field trip consists of three parts: A discussion period for planning the trip, the trip itself and a
second discussion period to summarize and evaluate what was seen and learned.
• The teacher should guide the group by suggestions and questions to recognize the things which
they should observe carefully, mingle with them on the trip, and be very observant himself.

• The discussion period following the trip should be used to-

-Summarize what was seen.
-Make comparisons.
-Draw conclusions about what was learned.
-Determine the value of the total experience to the group in answering the question is as before the
trip.
-Raise questions for further study.

One major purpose of this strategy is that it enhance the curriculum. Field trips are rich in
educational possibilities as students learn from actual hands-on experiences, rather than by simply
reading or hearing about something. Involvement in a real world experience makes learning more
meaningful and memorable comparing to regular classroom instructional programs.

Advantage and Disadvantages of Field trip Method

Advantage:

•Versatile in that it can be used to arouse interest at the beginning of a lesson or unit to clarify
learning or to culminate a unit.

Disadvantages:

• The time necessary for some trips take pupils away from other classes.
• We waste time unless thoroughly planned.
INDUCTIVE METHOD Introduction: is simply defined as the process of arriving at a given
generation. It starts from the known to the unknown, from the given specific to the general, from
the particular to the universal, from simple to complex, and from the concrete to the abstract.
Steps of the Inductive Method a) Preparation b) Presentation c) Comparison d) Generalization e)
Application

To illustrate the steps of the inductive method, a specific lesson in social studies has been used:

1. Preparation. Let us close our eyes and make a mental excursion to each of the following places:
Batanes, Baguio City, Ilocos region, and Central Plain of Luzon. As I described each place,
imagine that you are right there in the place. Are you now ready to travel with me?

( Note : The teacher describes the place and later the class identifies it. Ex, as we go up the
winding roads, it becomes cooler and more pine trees are seen. What are we now? )

2. Presentation. We have a map of the Philippines, can you locate each of these place on it?

The bulletin board shows us different crops. Can you match these crops with the places?

( Note: The expected results of the activity is the construction of a chart similar to this. )

3. Comparison and Abstraction. Analytical questions are raised at this point like “ Can the Ilocos
region raise as much fresh fruits, flowers, and vegetables as Baguio City? Why not? Why does
tobacco not grow well in Baguio City? Why do people in Batanes prefer root crops and not other
crops like rice, tobacco, and even flowers and vegetable?”

4. Generalization. Why do these places grow different crops? The expected answer: They differ in
prevailing weather conditions. It should be made clear to students that the Philippines has only one
climate – tropical climate – but within that climate are found different weather types. It is this
difference in weather types that explains the various prevailing weather conditions from one place
to another. While Batanes has stormy weather, Ilocos region has a long dry season, and the Central
Plain pf Luzon has rainy season.

5. Application. Apple growing has been tried many times in our country and so far nobody has
been successful in this undertaking. Similarly, the banana plant cannot grow in places where the
climate is very cold. Can you explain these two situations?

Is difference in weather type only manifested in difference in crops raised in certain places? What
are the other effects of such difference?

DEDUCTIVE METHOD

The deductive method begins with a generalization and subsequently all examples and specific
situations to be given are supportive of this generalization.

The deductive method is process of starting with a generalization and subsequently all examples
and specific situation to be given are supportive of this generalization.

The deductive method is a process of starting with generalization and arriving at a specific
statement or conclusion namely: on which is not applicable to a class of objects, situations, or
phenomena.

We use a generalization or rule or principle to arrive at a specific statement. In a broad sense,

when the pupil thinks in a logical sequence and arrives at a specific item, he is deducting.

One well-known example of deductive scheme of a formal argument is syllogism. It usually

consists of a major premise, a minor premise, and a conclusion.

Steps of the Deductive Method

a) Introduction
b) Statement of a generality
c) Explanation of general idea
d) Illustration
e) Evaluation

To illustrate the steps 9f the deductive method, the lesson in English found below has veen
prepared:

1. Introduction. How many of you have a best friend who lives far from your place, let us say
abroad? I am sure the most common way of communicating with your friend is through letter-
writing.
2. Statement of generality. I writing a friendly letter, the parts are the heading, the salutation, the
body of the letter, the complimentary close, and the signature.
3. Explanations of general idea. The heading of a letter contains the address of the letter sender
and the date the letter was made.

The salutation is greeting found at the start of the letter.

The body of the letter is the most important part of the letter because it contains the messages of
the sender to the person to whom the letter is addressed.

The complimentary close is a word or a group of words to end the letter.

The signature is the name of the person who writes the letter.

4. Illustration. On the board is written a sample friendly letter. See how each of the five parts is
properly written.

Read its part and let us give our observations on how each part is correctly written.

5. Evaluation. I have prepared another friendly letter which is incorrectly written. I want you to
rewrite this letter and to correct found in it.

Observation seem to show that students can better grasp the idea presented through the
combination of the explanation and citing examples rather than just mere explanation of the idea.
Lastly, the evaluation phase usually in the form of oral, written, and performance test is
administered to find out how much the students have absorbed and to provide pertinent data which
could be used later to improve instruction.

Applicability of inductive and deductive methods

Almost all subject areas in all educational levels can use both methods period whether it is the
inductive or the deductive to be employed depends largely on the teacher's instructional
objectives.

The inductive method is best for the following purposes:

a. To make the teaching-learning process more student oriented

b. To develop the higher levels of thinking among the learners, and
c. To treat every topic in a more in-depth manner.

The deductive method , on the other hand is designed to facilitate the explanation of relatively
difficult and abstract topics to our students.

LECTURE METHOD

(1) Introduction: Lecture is excellent way of presenting back ground information. It is the oldest
method given by philosophy of idealism. It lays emphasis on the presentation of the content.

F. STATION
“A lecture has been defined as a process by which facts are transmitted from the notebook of the
instructor to the notebook of the students without passing through the either”

JAMES M. LEE
“the lecture is a pedagogical method whereby the teacher formally delivers a carefully planned
expository address of some particular topic or problem.

THOMAS M. RISK
“ The lecture is on exposition of fouts principles or other relationship that the teacher wishes his
listener to understand”

In this method teacher presents content matter by lecture, in it teacher is more active and students
are passive listener but by questioning teacher can make attentive the classroom. He can use
stimulative variations and like models,charts teaching aids. The lecture is time efficient that is
planning time is devoted in organizing content rather than on instructional procedure. By the help
of lecture we can also give some additional information if any from the subjects teacher can give
necessary guidance to pupils for further studies or summarise what has been taught a lecture.

The lecture is the most common method used in teaching of social studies at secondary level. It is
an example of “expository” teaching, in which the inputs are provided by the teacher who
communicates the new information process. It is extremely difficult to emphasize sufficiently the
importance of lecture method in teaching-learning process. This method can very profitably used
at all stages but its success completely depends upon the individual teacher. “ it involves teaching
by the method of spoken word”.

Lecture method is one of the oldest method of teaching and is the outcome of philosophy of
idealism. The teacher may use it to integrate various sources of information. The lecture follows
certain steps which have to be taken care of: Planning and delivery

The delivery of a lecture is divided into three phases:

1. Introduction
2. Development
3. Consolidation

Planning:
The lecture requires specific planning of a lecture includes the instructional objectives to be
achieved, the amount of content to be covered, the kinds of additional inter-actional modes of to
be used, the feedback mechanism to be used, the kind of audio-visual aids to be used etc.. He
knows well in advance regarding what to do when and what not to do. Sometimes the teacher can
plan for humorous interludes,jokes, etc, to make the lecture interesting.

DELIVERY
The delivery of a lecture may be done in three phases:
Introduction : it is also called the warm up phase. The main task here is to establish rapport with
the students,create interest and motivation among them. At this stage the teacher relates the ne
topic to the one already taught and to the previous experience.

Development : this is the most important phase of the lecture. The transaction of ideas and
information between the teacher and learner takes place at this phase.

Consolidation : this is the concluding phase of lecture. Here the teacher recapitulates whatever he
has explained. He summarizes the main teaching points of the lesson. The teacher also asks a few
questions related to the content matter in order to evaluate the learners understanding of the
lecture. Thus, the teacher gets to know the learning difficulties of the students and accordingly
modifies his teaching. The teacher also gives some assignment to the students.

Advantages and Limitations of Lecture Method:

Advantages

1. The teacher can indicate by his tone, gestures and face expression it gives an interest to the
pupils.
2. A lecture can immediate repeated and modified
It gives successful learning experience to the students
3. It gives good training to the pupils
4. It saves the time and energy
5. It is effective method

Limitations

1. It is not suitable for small children

2. It is sometimes looks boring
3. It ignores the pupils
4. Pupils becomes passive listener
5. It is not a natural way
6. It becomes artificial if teacher can not give logical and systematic lecture
7. It gives heavy teaching load on the teacher
8. The extensive use of lecture method is very harmful
9. A lesson may become duel and dry if only the lecture method is used.

PROJECT METHOD (1) introduction: Project is an activity willingly undertaken by the pupils
for the solution of a self-problem and leading to learning as prescribed in the curriculum. It is
concrete activily directed towards the learning of a significant skill or process. The project method
is a modern contribution to educational theory and preretice. It is a result of John Dewey's
Philosophy of Education. • Professor William H. kilpatric, " A Whole hearts purposeful activity
proceeding in a social environment" • Dr. J.A. Scevenson, "A project is a problematic art carried
to completion in its natural sething" • Burton, "The problem is a project which results in doing
the motor element is not what makes the activity a project but the problem solving of a practical
nature, accompanying the activity"

2) Principles:

1. The method in process upon pupils for purposeful activities.

2. A child is active by nature it gives pupils opportunities to think and plan independently.
3. The child gave knowledge through experience
4. It enables the child to work in group.
5. Child learns to woperate with other and to share his interest and purpose.
6. Project method enables the child to work in group.
7. He gets valuable social experiences in co-operative character building and practical democracy
and eitisenshop.
8. In it the pupils are pronded with opportunities to exercise their powers in real situations.
9. The knowledge gained through activity must be useful and practical.
10. It gives useful training.
11. Principle of purpose: knowledge of purpose is the stimulus which helps the students achieves
his goal.
12. Principal of activity: Children love activity. physical as well as mental activities can be given
through project.
13. Principle of experience: Various learning experiences can be gained through project and new
facts can be learned.
14. Principle of social experience: The child is a social being and while doing the project the child
works in team and in groups project work helps to increase the sociability.
15. Principle of freedom: The project method allows the child to be free from imposition
restrictions and abstraction so that he may express himself fully and freely. The child does the
work according to his potentialities and capacities.
16. Principle of unity: Various values and attitudes can be cultivated through the project method.

(3) Project method is based on following steps:

1. Providing a situation: A project should arise out of the need felt by the students and it should not
be forced upon them. It should be purposeful and significant. It should look important and must be
interesting. the teacher should always be on a look to find situations that gives birth to a project.
2. Choosing and purposive: The project selected must be such that satisfied a need or purpose. The
purpose should be acceptable by the students. The chosen project should be of such a nature that
the pupil is eager to carry out the project in order to achieve a desirable and clearly realize aim.
The teacher must exercise guidance in selection of the project and if the students make an unwise
choice, the teacher should tactfully guide them for a better project. There should be no hurry in
selecting a project.

The essentials of a good project are as under:

1. It should have evident work for the individual
2. There should be some application based knowledge in the project
3. The project should be timely
4. It should be challenging
5. The purpose of the project should be clearly defined and understood.

3. Planning: Good planning leads to good result. Each child should be encouraged to give his
suggestions and alternative which should be discussed. After discussion the students should be
allowed to write the plan of the project in the notebook.
4. Executing the plan: Once the plan has been made regarding the selected project, the teacher
should be that the students execute the plan in conformity with the agenda prepared. This is the
largest step in the method and acquirers lot of hard work and patients on both the pole (teacher as
well as the students). The various activities of the project should be provided among the students
as per their interest, ability and capacities . The project has to be executed with full co-operative
efforts of the students . Teacher's role is to supervise the work of the students can guide them
wherever necessary.

Role of teacher during the execution of the project:

1. Maintain democratic atmosphere.

2. Less interference which allows the child to work freely.
3. Help students to avoid mistakes.
4. Remain alert and active.
5. Provide motivation and encouragement.
6. Listen to the dumps and solve them.
7. Must be updated in his knowledge.

5) Project Evaluation: The work has to be evaluated after it is completed. It is done by both the
pupils and the teachers. Lessons must be learnt by the mistakes made so that they are not repeated
again.

6) Project Record: A complete record of all the activities connected with the project should be
maintained. The record should include the proposal , plan, other details and the duties allotted to
various students . It should include the details of the references used places visited to complete the
project and also the difficulties which came across in executing the plan.

Advantages and Disadvantages of Project Method

(7) Advantages:

1. The child gets an opportunity to have first hand experience by participating in a project work.
2. It provides natural sething and the conditions under which the child can learn and educate
himself .
3. The child has to tap his own resources collect material and pursue the activity which develops
initiative self-reliance and responsibility.
4. It makes learning interesting meaningful and significant.
5. It act as a afety value, tack is the child awat from the drudgery of the formal lesson.
6. It prepares the child to live effectively and efficiently in a democratic community.
7. Through it the child gets training how to think for himself and how to act together for a
common purpose.

(8) Disadvantages:

1. It is very expensive .
2. It requires a lot of costly material which is not available in an average is shcool .
3. It neglects drill work in skills like rending arrining etc .
4. It neglects the intellectual work .
5. It is also very difficult to prepare as suitable textbook for project method .

TRI-QUESTION
This will enable the student to probe into events. Three questions are asked: 1.) What happened?
2.) Why did it happen 3.) What possible consequences? In the lesson you do not just ask what
happened and that's the end. Digging into the "why" and asking how it affects the students and you
and all others is indeed meaningful

Good day, our dear classmates, today we are going to discuss to you the continuation of the report
of the Queenie's group

We are still on the Classification of the Strategies, under that we have the following:

G. Role-playing
H Debate
I. Modular
J. Reporting
K. Discussion
L. Demonstration

First, we have the Role-play/ing

Role-play is an effective learning strategy in which students act the part of another character,
thereby gaining an appreciation for others’ point of view as well an understanding of the
complexity of resolving issues and problems in the real world. In the context of social studies, this
strategy may be used to learn about issues and decisions of the past (and how things might have
been different) or about current issues in the local community or in a broader setting. Aside from
knowledge acquisition, preparing and conducting a role-play activity strengthens students’
knowledge acquisition skills, their creativity, their value clarification skills, and a variety of
interpersonal skills identified in the curriculum outcomes.

Preparation for Role-Play:

•Identify an appropriate issue or controversy, past or present, that requires resolution
•Select an issue that involves a number of parties, each of which brings its own perspectives to the
debate or discussion
•Students should have a good general knowledge of the issue before roles are selected.
•Clearly identify the parties and individuals involved, and select roles accordingly.
•All students should have a specific role. In addition to participants in the actual debate, there
might be members of a commission, court personnel, civic leaders, media, etc.
•Students conduct research to collect information about the specific views of the party or
individual they represent in the role-play.
•Students use information they have collected to clarify their viewpoints and to develop theor
arguments and strategies for maximum effect in the role-play activity.
•Students also seek to understand other viewpoints and to develop counter-arguments.
•The nature of the role-play activity (council meeting, public hearing, court case, etc.) is
determined and viewed before proceeding.

Conduct the Role-play:

•Ensure that the physical setting (room, furniture placement, necessary equipment) is appropriate
for the nature of the role-play
•Props and costumes may be included to provide more authentic experience
•The issue and its real-life setting are reviewed before proceeding.
•Unless playing a specific character, the teacher's role should be limited to occasional procedural
advice as appropriate. At no time should the teacher attempt to influence or favour a particular
viewpoint.
•The role-play activity have an appropriate real-y conclusion, such as a statement or decision
announcement by the head of a commission, judge, or mayor.
•In the case of a hearing or court case, the role-play should include an opportunity for the
commissioners or jury to meet, discuss evidence provided and reach a decision.

In order to maximize the role-play learning experience, it is critical for students to have an
opportunity to step out of their roles and debrief, including a discussion on how they felt playing
the role, and review of the issues and the changed; however, they will have a much better
understanding of the issues as well as the complexity and importance of resolving real-world
problems. Solving problems involves debate, negotiations, and consensus building.

now let's move on to the next level/method of classification of strategies,

I. Debate
Debate is a form of oral communication that has been a powerful tool for discussion for as long as
we have written records. It is a structured method of comparing ideas that encourages critical
thinking, oral fluency and research. As a classroom tool, debate is valuable because it is flexible
and easy to understand. Debate can be used across the spectrum; it is neither subject-nor age-
specific.

•A debate is a programme in whichbtwo or more students holding contradictory opinions on a

particular problem present arguments
•They are also given an opportunity to rebut the opposite side
• After this, the rest of the class is encouraged to ask question from the debaters or engage in a
brief discussion with them
• A debate has a moderator on order to get significant results, the teacher should work both with
the debaters and the class

Merits
-it helps in clarifying issues
-it develop team spirit
-it provides opportunities to the students to speak distinctly
-it engenders toleration of views which are at variance

Demerits
-not suitable for all topics
-it may create emotional tensions
-it may lead to unpleasant feelings
-it is likely tondolinated by a few students
-it is likely to go off the track

J. Modular
Modular teaching is one of the most widespread and recognizes teaching learning techniques in
United States, Australia and many other Western countries including Asian region. Modular is
used in almost all subjects like natural science, especially in biology and medical education and
even in social sciences as well as in computers education. All kinds of subjects are being taught
through modules. It is a recent development based on programmed learning, as well established
and universally recognized phenomenon. It considering the individual differences among the
learners which necessitate the planning for adoption of the most appropriate teaching techniques
in order to help the individual grow and develop at his/her own pace.

Module is a unit of work in a course of instruction that is virtually self-contained and a method of
teaching that is based on the building up skills and knowledge in discrete units.

Characteristics of Module
•It should be independent
•Self-contained
•Self instructional
•Well defined
•Clearly defined objectives
•Concern individual differences
•Association, structure sequence of knowledge
•Systematically organized learning opportunities
•Utilization of a variety of media
•Active participation by learner
•Immediate reinforcement by learner
•Mastery of evaluation strategy
•Evaluatuion of the work
*Essential Components
1. Rationale
- An overview of the content of module and explanation of why the learner should study it.
2. Objectives
- What is expected outcome of module? This is stated in behavioral/performance terms.
3. Entry Test
- To determine if the learner has prerequisite skills needed to enter the module and check.
4. Multi Media Materials
- A wide variety of media used so learners can involve actively and utilize their senses.
5. Learning Activities
- Presentation demonstration, drill, simulation, discovery problem solving etc. may be useful. A
wide variety of learning activities increase student interest and cater students needs.
*Self-Test- this provides a chance to review and check one's own progress.
* Post-Test- to check whether the objectives attained.

Structure of Method
* The title
* The Introduction
* The overview
* The instruction to the users
* The pre-test evaluation and feedback
* The objectives
* The learning activities
* The formative test, evaluation and feedback
* The summative evaluation and feedback

Principles Underline in Planning Learning Activities

* Plan learning activities on the basis of entry behavior of the learners.
* Base learning activities on the terminal behavior
* Base learning activities on the needs of learner
* Make careful gradation
* Provide adequate for individual differences
* Provide adequate with his progress

Advantages
* Learning became more effective
* It establishes a system of assessment other that marks or grade
*Users study the modules in their own working environment
* Users can study without disturbing the normal duties and responsibilities
*Modules can be administered to single use, small group or large group
*Modules are flexible so that implementation can be made by a variety of patterns
*It is more appropriate to mature students
*It enables the learner to have a control over his learning
*Accept greater responsibility for learning
*It already got wider accessibility in the present educational scenario

Disadvantages
* Moduless are econaomical in theiruse
* Appropriate only for matured students.
* This methods demands smart classroom.

9. Conclusion
-when we analyzing the modular method of teaching. we can understand that this is more
effective, recent and more technology based teaching method in the present educational field. In
recent years, the consent of modular curriculum has been under discussion in secondary schools.
Modular approach provides more flexibility to distance teaching mode as well to learners.
Reporting Method, So we have the techniques of this method the following are: 1.The unit or
Morrisonian technique 2. Individual or group reporting technique. 3. Reading or story-telling
technique. 4.The schematic technique
1.The unit or Morrisonian technique
is the process of taking the contents of a particular subject as big blocks and not as isolated and
fragmentary bits of information.

2. Individual or group reporting technique.

Reporting could be done either by individual students or by group of students. Each technique has
its own particular use. This group reporting affords better participation. The Individual is made to
feel he is an important member of the group.
Likewise, group reporting facilitates easy gathering of data as the members can be given specific
tasks to work out.
On the other hand, the individual mode of reporting could be resorted to on a selective basis —
where only the capable students in class are asked to report.
Furthermore the group mode of reporting provides students with the opportunity to work together
as one body.

3. Reading or story-telling technique.

Pupils could simply be allowed to read from their books or to narrate their own experiences in
relation to a given topic. For instance, after a Grade IV class read and discuss a selection about the
first trip of a 10.year old boy to his home province, the teacher may ask several pupils to tell their
own similar experiences. Each pupil may be assigned to read some passages or line from a book
and consequently to explain them.

4. The schematic technique is a type of reporting which considerably makes use of hardware of
instruction. Hence, the products of instructional technology are extensively used to aid the
reporter. Although this mode of reporting is ordinarily done by an invited resource speaker and by
the teacher himself; several students; could be taught to conduct reporting using modern media or
communication like phonograph records, film-showing, film-strips and tapes, slides, tape-
recorders, and the like. How to operate these modern equipment could be an equally significant
learning experience for students.
One important principle involved in this reporting technique is stated as: "These products of
instructional technology should be used as means rather than the end teaching," This simply
means that they could not be asked to just view a film and when it is over, the class is
automatically dismissed. The film-showing is nothing unless it is properly explained and evaluated
by the reporter himself.
Thus, audio-visual devices should serve several purposes during the reporting like:
a) making an interesting vivid and well-done illustration of an idea;
b) substantiating points shared;
c) sustaining the interest of the audience in the report'
d.) ensuring permanency in learning.

Aim is to approach topics as organized and integrated body, showing relevance, and cognitive
relationship. The teacher assigns every unit or every chapter as the subject of the class activity.
The activity may certainly take several days before one unit or chapter is completely taken by the
class.

To make the reporting highly interesting and enjoyable, the students could be encouraged to go
into contrived situations. The style of reporting could imitate the format of any of the popular
television and radio programs. Reporting could play the role of known personalities in certain
fields like government, movie, press, etc. Some students could even tape music identified with the
program and others mimic the voice. facial expression, and manner of dressing of such
personalities.

Both the reading and the story-telling parts of a report have certain aims to achieve

Schematic technique of reporting could be less sophisticated and therefore, less expensive and
elaborate. Students could make use of the diagrams, tables, graphs, that they personally made for
the report. Experiences show that such mode is far more feasible than the reporting done using the
modern means of communication. Schools by and large are not adequately equipped with them.
And probably, another reason is that most teachers are not conversant in their use. But with the
advent of educational technology nowadays, teachers are better prepared to manage and handle
this common media.

we have also the fifth technique in reporting wich is the symposium technique
5. The symposium technique

entails a lot of preparation and involves certain complexities in the actual implementation. One
symposium a semester is enough. A Symposium is closely identified with school forum which is
open

to all faculty members and students. This is particularly

true when there are school celebrations being commemorated. This kind of technique, however,
affords more student participation, more so if symposium is handled efficiently and if it delves on
more relevant, current issues.

Symposium involves the following phases:

a) Identifying the theme of the school celebration;

b) Breaking down the theme into three Or more specific topics;

c) Selecting the appropriate speaker for each topic;

d) Allotting adequate time for each speaker. and

e) Giving time for the open forum whereby the students ask questions to the designated.

The symposium experience can provide students with opportunities:

a) to organize. plan. and execute certain courses of action (committees)

b) to internalize the concepts of good leadership and membership;

c) to tap. enhance. develop their imagination, creativity, and resourcefulness;

d) to work in a cooperative and collaborative manner;

e) to keep abreast of the timely and pertinent issues.

L. Discussion method

-Discussion method is one of the most valuable methods of teaching Social Studies. It was widely
used at the Nalanda University. Discussion has now come to challenge the authoritarian methods
through which education was imparted in old days. Discussion may assume the form of a
conference, a symposium or a seminar. It has been described as a thoughtful consideration of the
relationships involve in a topic or a problem under study it is related with the analysis,
comparison, evaluation, conclusions, and suggestions, precaution of these relationship. It
encourage the students to direct their thinking process towards the solution of the problem. It is
very important to develop creative thinking, case in expression to accept of facts.

It is the simplest form of group based learning technique, which can be in variety of situation at
secondary school level. it's value life chiefly in the fact that it represent a type of intellectual team
work, resting on the principle that the pooled knowledge, ideas, and feelings of several person
have greater merit than those of a single individual (Jarolimeck 1986). the strength of discussion
lies

in the broad participation of members of the group. It is the responsibility of teacher to encourage
the relevant students to participate.

The existing age is an age of discussion. We arrive at a definite conclusion after thorough
discussion. The chief aim of discussion is to in calculate in students a habit of "group thinking"
and "collective decision".

The necessary parts of a discussion are :

1. A leader - the teacher

2. A group - the student

3.A problem-the topic

4. A content - body of knowledge

5. Evaluation - change in ideas, attitudes, etc.

objectives

l. To develop Creative thinking & Scientific outlook in a child.

2. To enable him to solve the problems.

3. To make decisions concerning future action.

4. To lays plan for new work.

5. To clarify ideas .

6. To share information

7. To obtain & gaining respect for various points of view.

8. To escalate growth and development of a pupil.

9. To inspire interest.

10. To create new ideas & thoughts.

11. To change attitude of a child.

Advantages
1. Junior and senior both children learn through discussion.
2. Through it student learns to listen attentively, at
operatively, speak dishonestly.
3. Students also learns to stand & sit correctly, respect the others ideas.
4. Old ideas & values may be replaced by new ones .
5. It increase the knowledge.
6. It makes topic clear.
7. Through it students know and understand the difference in perspective need not result in
disaster.
8. Discussion represents intellectual from work.
9. Discussion engenders toleration for views.
10. Discussion evaluate students own self.
11. Discussion activates thinking along the self-valuation,

Limitation

1. It is likely to be dominated by a few students.

2. It is not suitable in all topics.

3. It is likely to of the track.

4. It may lead to unpleasant feeling,

5. It may relate emotional tension.

6. It may invade unnecessary arguments.

Techniques in discussion method:

1. The small group discussion technique is breaking
2. The socialized classroom discussion technique
3. The direct instruction or classroom teaching technique
4. The panel discussion technique
5. The recitation technique

1. The small group discussion technique is breaking

Down the whole class into small groups in order to encourage and maximize free exchange of
ideas about a familiar topic. This technique is more student-directed but it does not mean the
teacher leaves the classroom

While it is being done nor he just sits down in front and assumes the -l don’t care attitude.- He can
go from one group to another to find out the progress of the discussion. Sometimes, students may
ask questions which are indispensable to the smooth exchange of ideas. At times he can act as a
temporary group moderator if the group

Has difficulty of “taking-off” At other times. Teacher can add supplements and necessary
information which the panelists fail to include in the discussion.

Ideally, each group should be composed of five to six students in order to ensure their equal
participation. More than six members may likely decrease the amount of students’ participation
because the time may not be sufficient for a prolonged discussion.

2. The socialized classroom discussion technique

Involves a free exchange of ideas between the class and the teacher. The teacher acts as a
moderator, guiding and directing the class discussion. He does not put a period for every idea
presented but rather provides perplexing situations and good items for inquiry so as to stimulate
his students’ minds.

At the start of the activity, the students should have

A feeling that the teacher is depending on their answers and ideas, and not the other way round-
They should not regard the teacher as the only fountainhead of knowledge but a co-partner in the
teaching-learning situation.

3. The direct instruction or classroom teaching technique

resembles most closely the lecture method. It is a combination of teacher’s exposition and follow-
up discussion on the part of the students. In this technique, the teacher initially provides an
Information which will be adopted, supported. And affirmed by the students.

Students are expected to participate during the activity.

The teacher should:

a.) explain further the initial exposition;

b.) provide more and different but pertinent examples;

c.) make another interpretation;

d.) re-state the teacher’s point;

e.) substantiate and support the ideas presented; and

f.) summarize the lesson as presented by him.

4. The panel discussion technique is a direct, Conversational. And interactional discussion

among a small group of experts or well-informed persons (Lardizabal, et al,).

The members of the panel should be well-selected. Talk shows aired over television stations which
employ this technique could attest that the invited panelists are all knowledgeable of the topic and
most of them are authorities in their respective fields.

In view of this, in the actual panel discussion conducted in the classroom, the panelists should not
ordinarily be the students themselves. Instead, they can be teachers, school administrators,
members of the school staff as well as outside resource persons. Even the moderator should be one
who is adept in conducting a group discussion, after all the life of the discussion lies in the ability
of the moderator to make follow-up questions or comments to encourage an intellectual
discussion. Some

Bright students who are good in oral communication could be assigned as panelists but proper
orientation and adequate preparation should be done.

5. The recitation technique (graded or ungraded)

is highly cognitive, highly teacher-directed. Highly structured’ student – dominated, and aimed at
developing the study habits of students. The recitation type of activity is normally planned ahead.
The teacher gives a bird’s-eye view of a new topic. to students. presents several specific questions
to be answered, and assigns them the sources from which to get needed information. During the
activity proper, the class is greatly engaged in a question-and-answer session. From the
preconceived questions assigned to the class, the teacher usually makes follow-up questions which
are all to be answered by students.
This kind of technique actually makes the students study diligently every day and not only on
scheduled examination days.

For the last classification of strategies, we have the

M. Demonstration Method

Demonstration method is a marmall said to be action picture. Demonstration can be develop the
standards of work by showing how a process is done. It can be classified into two groups, 1) short
and informal and 2) long and formal demonstration is another important instructional technique
which is useful in teaching Social Sciences. It means showing something. Through
demonstration, a teacher models the behavior of presentation, analysis and synthesis. The student’s
role is that of observer and recorder of information and skills. Demonstrations are most effective
when followed by a activity. Demonstration involves the art of depicting the skills associated with
action.

It is the method which can used to teach most of the chapters

In the subject of Social Studies .1t is used widely in all the schools.

Preparation of a Classroom Demonstration

Certain points have to be kept in mind while preparing a demonstration.

1. Plan a demonstration that will create interest among students.

2. Select the unit which suits the age level and the method itself so that the objectives of
teaching can be achieved.

3. Relate the task to be demonstrated.

4. Make sure that everybody can see and hear.

5. Prepare written handouts, materials etc., to be demonstrated.

6. Plan out some activity for silent period coming during demonstration .

Performing a Classroom Demonstration

The following points should be kept in mind while demonstrating.

1. Communicate properly while demonstrating.

2. Involve the students in the task so that they don’t get

Reduced to passive listeners.

3. Keep the demonstration simple, precise and sequential.

4. Do not degress from the main theme of the content.

S. Give proper instructions to the students that what they have to observe and what they have to
note down.

6. Don’t be haste during the demonstration

7. Do not drag the demonstration too much.

8. Make sure that the generalization comes out from the students only.

9. Summarize as the demonstration follows.

10. Distribute hands-out in the end.

After performing the classroom demonstration

1) A small discussion is mandatory regarding the demonstration done

2) Allow the student to ask question if any.

3) Be patient in dealing with the doubts that arise.

Importance of Demonstration method in teaching of Social Science:

The utility and its significance can be listed as under.

1. A big mass of students can be given the knowledge.

2.Conceptual clarity can be brought out in children.

3.Compared to other methods, it is not the time consuming.

4.There are enough scope of clearing the doubts.

5.The visual aids demonstrated gives lot of interest in children to study.

6.Demonstration method is useful in arresting the attention of students towards the content.

7.The students inclination towards the subject can be increased with effective demonstration.

Limitations of Demonstration Method in teaching Social Science.

The limitations of the demonstration method can't be neglected and they can be listed as under.

1. This method is not learner-centered so the fact that all the learners will be active becomes a
question.

2. If the teacher devoid of perfect skills of demonstrating a task, then the objectives are not
achieved.

3.The chart, model, maps or anything else which need to be planning fails and the point is
unclear.

4.If the individual differences of the class are not considered then it can be lead to a bad show.

5.The still demonstration may be effective.

6.If the teacher lacks in providing the extra knowledge along with the content of book and its
demonstration, then the class may it find it boring.

Characteristics:

1. Pupils must be given an opportunity to see demonstrations dearly.

 2.The teacher should possess a pleasing appearance.

3.It will show the steps in the process. Accurately, clears, definitely in a perfect order.

4.In order to avoid unrealistic ideas real and femilies materials. Should be shown to the students
at the time of demonstrations.

5.Visual aids should be used to help the students understand the subject in a better way.

6.Additional suggestion should be given to the students for practice and use of one process
demonstrated.

7.Opportunity should be given to the students to inspect finished subject in the classroom.

There are cases when it is better to use the demonstration method instead of the laboratory
method. The chief difference between the two is that in the laboratory method, all the children
perform the experiment and "learn by doing." In the demonstration method, the teacher does not
experiment before the class.

The demonstration method is sometimes called the imitative method (Garcia, 1989).
Learning a skill is faster and more effective when the students are shown how the job is done by
using the actual tools, machines, and materials they are expected to work with on the job.

All the steps involved in the project method are adopted in the demonstration method, although
there is an addition of one very important step.
1. Purposing

- decides on an activity which involves the process of Demonstration. The teacher may
suggest it but he should not impose it on them, he may encourage them to go through with it but
he should not dictate it on them.

2.Planning

- This phase consist of the object of the demonstration, the person or persons to conduct it, the
material to be needed, and the date, time and place of the activity. If an outside resource speaker
will be invited, necessary arrangements like a letter or invitation should be made.

3. Demonstration proper

-Before the Demonstration is done, all the preliminaries should have been prepared materials,
procedure and the physical arrangement of the classroom.
4. Executing

- Students are expected to carry out or repeat the same performance shown during the activity.
During this phase, the teacher should keep a close watch of the students' performance for they may
likely need his assistance and further explanation.

5. Evaluation

- This is done to assess how successful the students are in following certain instructions, in
duplicating an observed phenomenon, and in showing their creativity.

Well based in the last discussio we had with the reporters , i can say that the most common
method used is the discussion method.

The demonstration is only used in geography and and in law cases but for most subjects in social
science mostly we used the deductive,inductive, lecture,discussion.

Likewise reporting is also being used..but not all techniques in reporting method.