SHEPHERDVILLE COLLEGE

(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)

Talojongon, Tigaon, Camarines Sur, Philippines
Tel. No. (054) 884-9536
“Excellence in truth in the service of God and Country”

Module

in

Teaching Social Studies in Elementary Grades

(Culture and Geography)
Midterm’s Module

2nd Semester A/Y: 2022-2023

Prepared by:
 JASON V. COMPETENTE
Instructor

COMPETENCY # 7: INSTRUCTIONAL STRATIGIES FOR TEACHING SOCIAL STUDIES

a. Case Study
b. Jigsaw
c. Panel Discussion

❖ Objectives

At the end of the lesson, the students should be able to:

● Explain how case study, jigsaw and panel discussion are used in elementary social studies
instruction;
● Develop a lesson plan that uses case study, jigsaw or panel discussion as strategy in the delivery of
instruction in social studies;
● Value the importance of these methods and strategies in teaching Elementary Social Studies.

MOTIVATION

In wrapping up the discussion, especially of controversial issues, do you think it is important for the
teacher to explain his/her stand on the issue? Why or why not?

INTRODUCTION

After discussing the different programs of the national government to her grade 4 pupils, Teacher
Lorna highlighted the case of President Rodrigo Duterte’s War on Drugs as a program under peace and order.
She presented a short video clip that sheds light on the basics of the anti-illegal drugs campaign-the context,
the goals, the agencies involved, and the procedure. After the video presentation, she divided the class into
small groups and assigned them to read texts on the positive and negative effects of the drug war. The aim of
each group is to answer the question: Is the War on Drugs an effective program to achieve peace and order in
our country? After the brainstorming, each group presented their arguments to the class. The teacher
facilitated debates and answered queries until the class came up with their informed stand on the issue.

Have you experienced doing a similar activity when you were in elementary? If yes, is the activity
successful in helping you deepen your understanding of the lesson? If not, what could be one possible reason
why your teachers opt not to do this?

CONTENT

1. CASE STUDY
 The case study is a structured, learner-centered strategy that explores complex and value-laden issues
through problem-solving and decision-making. In this strategy, students are tasked to analyze one or more
cases and propose workable solutions. Cases are defined by Kowalski, Weaver, and Henson (1994) as general
narrative descriptions of situations and incidents. In social studies, a case can be anything from an actual or
fictional event, a concrete or abstract issue, or a historical or current phenomenon. Based on the content, case
studies can be classified into the following:

1. Live case studies. These are often based on an ongoing event where students and real-world actors are
simultaneously examining issues and arriving at solutions. Possible sources are current news reports
and court cases. An example is the proposed shift of the Philippines from unitary to a federal form of
government.
2. Historical case studies. These are largely based on historical events and can be depicted as fiction or
nonfiction. An example is the trial of Andres Bonifacio in Cavite.
3. Economics case studies. These are focused on economic issues that can be drawn from student’s
experiences or from international or national matters. An example of this is the family budget of a
minimum wage worker.
4. Social issues case studies. These are based on problems and concerns that affect society. In essence,
live case studies and economic case studies can also be considered under this classification. An
example is overpopulation in the National Capital Region.
5. Student-developed case studies. In this type, students are asked to come up with case studies based
on their own experiences and observations. This will encourage students to be more involved since
they are primarily affected by the issue. An example of this is the high prices of goods in the school
canteen.

Due to its goal of developing students’ problem-solving and decision-making skills, the case study strategy
is often linked to problem-based learning. This philosophical tradition can be traced back to Dewey’s (1916)
progressive belief that teachers should always tap students’ natural instincts to investigate and create. In the
1980s, Barrows and Tamblyn eventually coined the term problem-based learning to refer to learning that
results from the process of working toward the understanding or resolution of a problem.

Steps
There are three basic steps in implementing the case study strategy in the social studies classroom:

1. Briefing. The teacher gives a brief background about the case. Aside from verbal instruction, he/she
can use video, picture, story, and other forms of print media and multimedia.
2. Discussion. Students are given sufficient time to analyze the given case and come up with solutions.
This may be effectively done by dividing the class into smaller groups. Afterward, solutions are
presented to the class.
3. Debriefing. The teacher stresses and clarifies social studies concepts and relates these to students’
analysis and solutions.

Advantages
The use of case studies in social studies has a number of advantages for students. Because it is a
learner-centered pedagogy, students are empowered as active agents in the learning process instead of
passive receptors of information. They have to come up with their own interpretations and solutions instead
of relying on the teacher’s generalizations. Moreover, they are given a platform to provide answers to issues
that real-world decision-makers are dealing with. Also, the case studies strategy promotes a wide range of 21 st
century skills. It develops the learner’s critical and creative thinking skills through problem-solving and
decision-making. Furthermore, their communication, collaboration, and conflict resolution skills are further
developed because they are required to discuss and negotiate their proposed solutions with their peers.

Tips
1. Choose cases that are complex to provide a challenge. Refrain from selecting those that have easy and
obvious solutions.
2. Emphasize to students that the process is as important as the product. Communication is important,
and they should ensure that the idea of each person is valued.
3. Use graphic organizers to structure the discussion. You can use the Means-End Analysis (MEA) to
guide students’ thinking processes and the Solutions Examination to weigh their solutions.

Goal/End State
Current State
Considerations or Important Information
Necessary Steps/Things to Do
Materials Needed
The Plan
Figure 1. Means-end analysis graphic organizer.

Problem:
Solutions Positive Consequences Negative Consequences
1.
2.
3.
Decision:

Supporting Statements:
1.
2.
3.

Figure 2: Solutions examination graphic organizer.

SAQ #1: Why is case study considered a problem-based learning strategy? What are the benefits of using
case study in instruction?(5 points)

2. JIGSAW
Jigsaw is a cooperative learning strategy developed by Elliot Aronson and his colleagues in 1971.
Created as a response to the racial desegregation in the 1970s, it was first implemented by educators and
psychologists in schools in Austin, Texas to reduce tensions among the white, Hispanic, and African – American
students. The main objective was to encourage students to cooperate and work together and, at the same
time, break down time, break down interpersonal barriers. The strategy successfully worked then, and today,
it is still being utilized by teachers as a popular instructional method in different subject areas.
As a cooperative learning strategy, Jigsaw was founded on Vygotsky's Social Constructivism Theory
which suggests that children develop knowledge through social interaction. The strategy was given such a
name because the process resembles a Jigsaw puzzle. Different parts of the lesson, compared to puzzle pieces,
are distributed among students, and they have to communicate and work together to arrive at the complete
information. Jigsaw is very much applicable in many social studies lessons, particularly those with content that
can be broken down for different groups to analyze.
In The Jigsaw Classroom, Social Psychology Network & Aronson (n.d.) outlined 10 steps in
implementing this strategy:
1. Divide students into five- or six-person home groups. Members should be diverse in terms of gender,
ability, and ethnicity (if applicable).
2. Appoint a leader for each home group.
3. Divide the day's lesson into five to six segments.
4. Assign each student in the home group to learn one segment.
5. Give students enough time to comprehend and master their assigned segment.
6. Form temporary expert groups by instructing students with the same segments to sit together. Give
them enough time to discuss the main points, clarify questions, and rehearse the presentations they will make
to the home group.
7. After the given time, bring students back to their home groups.
8. Ask each member to present his or her segment to the group. The leader should encourage the flow
of discussion and the asking of questions.
9. The teacher should roam around the classroom and observe the process. Make appropriate
interventions for groups experiencing difficulties.
10. At the end of the session, give a quiz to assess student learning.

This is the original Jigsaw strategy that was developed by Aronson and his colleagues. Later on,
different versions of the strategy were advanced by other educators. Thus Jigsaw II, Jigsaw III, and Jigsaw IV
were born, which varied the mode of grading and inserted some steps such as group review and re-teaching in
the process.

Advantages
The Jigsaw strategy is preferred by many educators because it has many benefits in the classroom. A
study conducted by Hanze and Berger (2007) showed that, after implementing Jigsaw, students demonstrated
increased feelings of autonomy and intrinsic motivation. It promotes personal accountability of learning since
students are required to master their segments independently and eventually share it with their groupmates.
It also encourages group collaboration, with students knowing that their information and understanding will
not be complete without working and communicating with their peers. Moreover, Jigsaw instills a sense of
ownership in learning, especially with the teacher acting as a mere facilitator instead of a direct transmitter of
knowledge.

Tips
1. Emphasize that each member has a valuable contribution to the group. This will minimize the
chances of smart students dominating the discussion while less-able students talk less. You can also rotate the
leadership so that all students will be given the opportunity to lead the discussion.
2. Ensure that the given materials are of equal length and difficulty so that they can be mastered by all
students within the given time limit. If this is not possible, assign the materials based on students' abilities.
3. In some cases, teachers skip the formation of expert groups, believing that individually mastering
the segment is enough. However, the expert group is helpful especially in clarifying points which some
students might find difficult to understand. So as much as possible, allow sufficient time for interaction among
expert groups to ensure rich and deep discussions among students.

SAQ #2: Why is Jigsaw considered a cooperative learning strategy? What are the benefits of using Jigsaw in
instruction? (5 points)
PANEL DISCUSSION
The panel discussion is a method that encourages the exchange of ideas that allows the panel
members and the audience to discuss a particular topic. It is often used to shed light on issues regarding
politics, community, and academic topic contents. The panel discussion can also be used inside the classroom
as a performance task. The pupils are asked to be experts in various fields such as a teacher, guidance
councilor, politician, doctor, engineer, etc. They assume the roles of whoever they portray and explicate topics
in their own context. The teacher, on the other hand, stands as a moderator who facilitates the flow of ideas
among the learners. In the long run, the moderator can ask several questions and can summarize the points
made by the panelists.

Social studies education in the Philippines is grounded on the theory of constructivism. The panel
discussion has the underpinnings of the constructivist classroom climate. However, constructivist classroom is
more than the teaching strategies implemented by the teacher; it is more of creating relationships between
learners, teachers, and concepts (Windschitl, 1999). Thus, when properly implemented, it can be a valuable
teaching strategy that can produce several advantages in social studies education.

To further understand how a panel discussion works inside the classroom, Kamens (2014) identified
the following guidelines:

How to conduct a panel discussion?

● The teacher will act as the moderator. The learners will act as subject area experts; however, the
moderator is not a panelist. Hence, he/she will play a different role so his/her ability to oversee the
flow of discussion is important.
● Group the learners depending on the number of students. It should not exceed seven members.

● The moderator and members should create a list of interview questions.

● During the pre-event interviews, the moderator should take good notes and discover interesting
stories and opinions that each panelist can give.
● The moderator, after the simple interview, will then develop a final list of questions for the actual
panel discussion. Note: The idea is to ask questions to bring out interesting stories with spontaneity.

Room Set-up and Logistics

● To have a lively discussion, slides should not be used to replace discussions.

● Don’t put your panelists behind a table. It creates a formal notion and adds distance that prevents
good interaction between the panelists and the audience.
● The best set-up is for the panel discussion to be in a slight semi-circle on comfortable chairs with the
moderator sitting in the middle.
● Place the exact number of seats for the expected panelists. This gets people to sit close to the front so
that the interactions can be better.
● Have a good microphone system ready.

The Moderator Takes Control

 ● It is the moderator’s job to prevent anyone from disrupting the discussion. The moderator must
actively focus to keep things moving and to prevent any panelist or audience member for any
disruptions.
● The moderator should introduce the panelists and the topics to be discussed.

● The moderator asks questions, calling on one or two panelists for each question. In this way, the
discussion will be kept moving. Don’t allow all the panelists to answer a question simultaneously. Know
when to move on to the next topic.
● To ensure spontaneity, a moderator should be prepared with different sets of questions. Be a
moderator who knows how to easily communicate questions.
● Make the discussion interactive by polling the audience with a few questions. Who is out there? What
do they do? Find out their areas of interest and list some, and ask people to raise hands in response.
● Give the audience members a chance to participate.

Timing is Everything
● No more than 40 minutes for the panel discussion, leaving 20 minutes for audience questions (30 if the
discussion is lively) is the rule. However, because of the number of groups to be accommodated, the
time can be cut short.
● To ensure audience participation, the teacher-moderator can give questions to some audience
members ahead of time.
● In case the audience members want to take over, it is the role of the moderator to keep them in their
seats and ensure the smooth flow of the activity.

SAQ #3: How does the panel discussion encourage a constructivist classroom? Can a teacher modify the
panel discussion to suit the needs of learners? Why or Why not? (5 points)

Other Instructional Strategies used in Teaching Social Studies

1. SIMULATION METHOD
This is a simplified model of a real-world situation. Simulation is usually used for teaching concepts
and principles that are not easily observable such as theoretical concepts. They are dynamic and lively ways of
presenting ideas, problems, issues and realities in our past and present societies.

Simulation comes from the Latin word "Similis" which means, to act like, to resemble. It is
therefore expected that through this method, a situation will be created in which activities are presented as
if they are real-life.

There are three major kinds of simulation methods. These consist of historical simulation,
simulation activities and simulation games.

Historical simulations are dramatizations in which past incidents are relived and real characters
portrayed.

Simulation games or instructional games are used for educational purpose. They are activities that
involve rules, competitions and players. The outcome of the game are determined less by chance and
more by decision made by the players. Thus, simulation games are commercially sold-board- games of which
"Monopoly" is very common. There are other games which model social, economic, and political events,
but "Monopoly" is a simulation of buying, developing and renting of properties. There are other games that
can simulate economic operations, election procedures, historic battles, miniature stock market
operations, career choice etc. There seems to be evidence that these games are effective in dealing with the
learners' attitudes.

2. LABORATORY METHOD
The Laboratory Method in Social Studies involves the employment of source materials,
supplementary references, mechanical devices, audiovisual aids and many other life-like activities to
supplement textbook instructions and to increase the effectiveness of presentation and mastery. Laboratory
mode of teaching does not refer to a special place or a special class period, but to an activity.

The important point to note in this method is that students manipulate concrete objects,
equipment, etc. under the direction of the teacher. Since the teaching of Social Studies in both primary and
Secondary Schools is done in units, the laboratory method provides opportunities for the application of
knowledge and skills.

3. PROJECT METHOD
A project can be carried out by an individual student for his end product or by a group of students co-
operating to produce something much larger than an individual student's project. Project method
involves doing concrete things and it is self-motivated. Project method needs extremely careful planning by
the teacher but the aim is to get the students to co-ordinate his information in an intelligent manner, Using all
the sources of information available to the students is fundamental to "learning how to learn". Examples of
areas in Social Studies where projects can be executed include writing a group story, interpreting and
making of maps, building up an album for an event e.g. marriage or installation ceremony. The role of the
teacher is to guide and inspire the students which can help to clarify concepts in 'Social Studies. A project
should not be difficult to discourage the students and it should not take much time to complete.

It gives freedom to children, enables the children to learn from their own experience, free from the
defects of the text book method, natural method of acquiring knowledge, gives training in social adjustment,
gives training in democratic way of living, trains the children in solving problems and helps the teacher to
understand his pupils.

SAQ #4: Why is project method important than other methods in teaching social studies or how project
method enhances the learning of elementary pupils in social studies? To what principle is project method
anchored? Why? (5 points)

4. DEMONSTRATIONS
Demonstrations are the repetition of series of planned actions designed to illustrate certain
phenomena. Demonstrations can be presented by the students or teachers. The use of demonstration is to
make some information clear. It can also be used to introduce a certain topic for study by presenting
some vivid illustrations. It can be used either as the starting point for a unit of instruction in Social
Studies or to provide a convincing conclusion. There are many advantages of demonstration, especially
when there is shortage of Social Studies equipment. Topics like cultural patterns such as mode of dressing of a
certain tribe, music, dancing etc. can be effectively taught by demonstration. A good Social Studies teacher
can by means of carefully planned demonstrations, teach a larger number of students than he could by any
other method. It is economical in terms of teaching-hours and materials. Though demonstration is a
useful teaching device, it should not be indiscriminately used or to the exclusion of other teaching techniques.

5. FIELD-TRIPS
Field-trips involve journey with the pupils to observe and investigate situations outside the
classroom. Many of such expeditions might go no further than the school corridor, the school building or
playgrounds. Within the school itself the teacher may find illustrative examples, for. his students. In the
immediate vicinity of the school there may be available for examination and observation such things as
different soils, vegetation, a river etc. The teacher may sometimes invite the co-operation of local industry or
public services and visit places like the Oba's palace, museum etc. Experiences gained from field-trips are
vivid, lasting and often more meaningful to the students because they are real-life situations. There
are three stages to field-trip; preparation, field-trip itself and recapitulation stages. Obviously, the
success of this method depends a great deal on the age of the students.

6. PROBLEM-SOLVING METHOD
This method enables the students to think about a problem, try to understand the problem
and finally evaluate information in order to find solution(s) to the problem that has been identified. The
method demands the use of Scientific approach in the teaching and learning processes. The method
recognizes that there is an orderly procedure in the thinking process. The method focuses the learner's
attention on activities which may involve arrangement, classification, sorting out and interacting with
facts with the ultimate goal of finding a logical answer to a specific problem. In most cases, teachers are
faced with the problem of determining the type of problem to be solved. They should be guided by the fact:
that problem- solving method should be child centred. The teacher should in this regard, make the problem
relevant and appealing to the students' experience. He should also encourage the students to think for
themselves and be able to arrive 'at a deeper understanding of the information available in the process of
solving a problem.

It serves as a preparation for adult life, develops the power for critical thinking, makes pupil active
recipient of knowledge, develops values of tolerance and open mindedness, helps for the easy assimilation of
knowledgeand helps to establish harmonious relations between teacher and pupils.

According to Dewey “the problem fixes the end of thought and the end controls the process of
thinking”.

Criteria for problem selection

● The problem should be intellectually challenging to children.

● The problem should not be entirely unfamiliar to the learners it should be related to their previous
experience.
● The problem should be related to a basic human activity.

● The problem should have practical relevance.

● The problem should have the potential to create interest among in the specific problem in particular
and problem solving in general.

7. DRAMATIZATION METHOD
 It is one of the most effective methods of stimulating the students in what they learn. It is a natural
way by which students express freely their understanding of the life around them. The method allows for a
great deal of involvement and participation by the students physically, emotionally and mentally. In a
situation where a lesson or topic is dry, dramatization could effectively help to sustain the students'
attention and interest. Dramatization involves direct and simple techniques such as mining play let and
role-playing which can be allocated for such techniques. The teacher could engage students who are less
active in academic work. This opportunity would create a sense of belonging in them. The teacher must
make adequate preparation to allow the participants know what part to play. The drama to be staged must
rely a good deal on the realistic imagination of the students to make it effective and relevant. Unfortunately,
this imagination may sometimes be too realistic to be relevant. While student written plays are useful and
often the most important part of the exercise, they do take up a lot of time which the teacher may feel they
do not justify.

Nevertheless, dramatization provides among other things, an avenue for respect of opinion of others,
the attitude of co-operation within the co-actors, development of desirable skills, confidence and self-esteem,
and the opportunity for the students to express themselves freely. Students can be led to dramatize
the function of a family, the role of the father or mother, honesty, leadership, followership and many
others.

8. CONSTRUCTION METHOD
This method helps the students to learn by doing, to be initiative and to engage in self-
directed activity. The construction activity can be of two kinds. One involves the use of print materials
like newspaper construction, file folder, scrap book, vertical file, magazine construction and book
construction. On the other hand, some materials are used to make items like models, sculptures and other
instructional constructions. It is the role of the teacher to guide in the initiation of construction method.
Construction method could be used for the following topics in Social Studies: The Family Structure, The
Systems of the Government, Social Organizations, Cultural pattern etc. There should be thorough
supervision when the construction involves the use of sharp objects like knives and saws. This method is
stimulating, motivating and functional in the higher classes of school. In conclusion, there is the need to select
appropriate methods that will help the cognitive, affective and psychomotor domains of the learner.

9. COOPERATIVE LEARNING
                  Is an approach to organize classroom activities into academic and social learning experiences. It
differs from group work, and it has been described as "structuring positive interdependence.
                  Cooperative Learning involves structuring classes around small groups that work together in such a
way that each group member's success is dependent on the group's success. Is a method of instruction that
has students working together in groups, usually with the goal of completing a specific task. This method can
help students develop leadership skills and the ability to work with others as a team. However, gifted students
are often placed in groups with non-gifted children, sometimes with the goal of having the gifted student help
the others, either directly or by example. In these instances, the gifted student is not likely to learn anything
new, while the non-gifted students are not likely to develop any leadership skills.

Why Use Cooperative Learning

 ● Students who engage in cooperative learning learn significantly more, remember it longer, and develop
better critical-thinking skills than their counterparts in traditional lecture classes.
● Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to
attend classes and finish the course.
● Cooperative learning helps students develop the skills necessary to work on projects too difficult and
complex for any one person to do in a reasonable amount of time.
● Cooperative learning processes prepare students to assess outcomes linked to accreditation

10. COLLABORATIVE LEARNING

Collaborative learning is a situation in which two or more people learn or attempt to learn
something together. Unlike individual learning, people engaged in collaborative learning capitalize on
one another’s resources and skills,asking one another for information, evaluating one another’s ideas,
monitoring one another’s work. More specifically, collaborative learning is based on the model that
knowledge can be created within a population where members actively interact by sharing experiences
and take on asymmetry roles.

SUMMARY

● The case study is a structured, learner-centered strategy that explores complex and value-laden issues
through problem-solving and decision-making. In this strategy, students are tasked to analyze one or
more cases and propose workable solutions.
● Jigsaw is a cooperative learning strategy developed by Elliot Aronson and his colleagues in 1971.
Created as a response to the racial desegregation in the 1970s, it was first implemented by educators
and psychologists in schools in Austin, Texas to reduce tensions among the white, Hispanic, and African
– American students. The main objective was to encourage students to cooperate and work together
and, at the same time, break down time, break down interpersonal barriers.
● The panel discussion is a method that encourages the exchange of ideas that allows the panel
members and the audience to discuss a particular topic. It is often used to shed light on issues
regarding politics, community, and academic topic contents.

● Simulation is usually used for teaching concepts and principles that are not easily observable such as
theoretical concepts. They are dynamic and lively ways of presenting ideas, problems, issues and
realities in our past and present societies.
● The Laboratory Method in Social Studies involves the employment of source materials,
supplementary references, mechanical devices, audiovisual aids and many other life-like activities
to supplement textbook instructions and to increase the effectiveness of presentation and mastery.
● A project can be carried out by an individual student for his end product or by a group of students co-
operating to produce something much larger than an individual student's project.

REFERENCES:
 ● Andres, Brenson et. al., Teaching Social Studies in the Elementary Grades (Philippine History and
Government)
● researchgate.net/publication/
326356212_METHODS_AND_RESOURCES_IN_TEACHING_SOCIAL_STUDIES#:~:text=Some%20methods
%20of%20teaching%20Social,home%20assignment%20and%20construction%20methods.
● http://anildcsicollege.blogspot.com/2014/06/methods-and-strategies-of-teaching.html

● http://www.eajournals.org/wp-content/uploads/Social-Studies-Teaching-Resources-in-the-21st-
Century.pdf

EVALUATION

Create a detailed or semi-detailed lesson plan in AP 1-6 following the new format and using one of the
instructional strategies discussed in this section. (25 points)

ASSIGNMENT

Create an interactive powerpoint presentation or a short video clip discussing this topic. Afterwards,
send your output in our gclassroom.

SHEPHERDVILLE COLLEGE
(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)
Talojongon, Tigaon, Camarines Sur, Philippines
Tel. No. (054) 884-9536
“Excellence in truth in the service of God and Country”

Name: ____________________________________________Course/Year/Sec: ________________ Date: ____________

 Competency # 7 Answer Sheet
Instructional Strategies for Teaching Social Studies

SAQ #1: Why is case study considered a problem-based learning strategy? What are the benefits of using
case study in instruction?(5 points)
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SAQ #2: Why is Jigsaw considered a cooperative learning strategy? What are the benefits of using Jigsaw in
instruction? (5 points)
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SAQ #3: How does the panel discussion encourage a constructivist classroom? Can a teacher modify the
panel discussion to suit the needs of learners? Why or Why not? (5 points)
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SAQ #4: Why is project method important than other methods in teaching social studies or how project
method enhances the learning of elementary pupils in social studies? To what principle is project method
anchored? Why? (5 points)

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EVALUATION

Create a detailed or semi-detailed lesson plan in AP 1-6 following the format and using one of the instructional
strategies discussed in this section. (25 points)

ASSIGNMENT

Create an interactive powerpoint presentation or a short video clip discussing this topic. Afterwards,
send your output in our gclassroom.