ST arr Teaching Strategy Objectives © Explain the relevance of inquiry in social studies education © Appreciate the art of questioning inside a social studies classroom © Create a lesson plan using inquiry-based teaching strategy Introduction One of the major goals of social studies in the Philippines is the development of critical thinking. Having this in mind, Teacher Kevin reflected if he has been able to develop this skill among his learners. He thought that to develop critical thinking, his learners must be able to use their analytical and problem-solving skills. Hence, the solution to his problem is the use of questions inside the classroom. Upon implementing essential questions in class, he noticed that his learners became more attentive than ever. Since then, he used question and answer as a strategy to ensure that his learners are attentive. The question or inquiry is a strategy that social studies teachers can use to elicit the desired responses among the learners. However, not all teachers can effectively facilitate such instructional technique. To do so, teachers must know how to make and throw relevant questions to facilitate discussions. In this lesson, you will learn the art of questioning by discussing its types and usages. Think Inquiry is defined as the process of looking and creating information or knowledge by means of questions. Inquiryis a huge part of our community. From birth to adulthood, we observe, recognize things or events, and from here, we create questions that need to be answered. The process of inquiring begins with the assembly of information and data by applying the human senses such as seeing, hearing, touching, tasting, and smelling (Kumari, Arora, & Tiwari, Shruti, 2016). In the field of social studies education, the importance of inquiry has been overlooked by many. Teachers tend to use differentiated instruction that sometimes is not relevant to the competencies UNIT Ml + INSTRUCTIONAL STRATEGIES FOR SOCIAL stuDIES | 115y, teachers sometimes st, it strates) being harnessed, Moreover, once adopted as questioning at state rely on the procedures steps leaving the idea of the art 0 f 1 1999, White, Shimoda and Frederiksen developed an aban wneory thy enabled scientific inquiry as part of instruction among a widesprea ‘ V oF leatney, including new ones and slow learners, They postulated that quality C ee could, achieved by allowing the learners to understand metacognition. This could be dong, Constructing an instructional methodology that develops the students’ metacogniy,, knowledge and skills following the process of: a. Scaffold Inquiry. Teachers should guide the learn! any discussion. Hence, they must be aware of severa) allow them to surface the learners’ knowledge and skills. b. Reflection. The spontaneity of the discussion depends on the capacity of y, teachers to direct and guide the learners. The most important POInt is for learners to reason out their mind and try to assess both sides of any situatig, that will lead to a generalization. ¢. Generalization. This is the optimum part of the process wherein the learner, have created their own beliefs and communicated their disposition. Tae note that in social studies, teachers must know how to divert and proces misleading ideas because it may break their motivation and self-esteem, fers in attaining the goals veral techniques that coy, inquiry-based learning is grounded on rational strategies used to motivate learners to generate responses through the queries regarding issues/events. The learners are seen as active participants in the teaching process. It helps learners t enhance their intellectual capacity through the significance of scientific queries. Some of the benefits of inquiry-based teaching are as follows: 1. Inquiry is dedicated to nurturing the schema of learners essential to creat communicate, and assess answers coming from their interests. 2. Ithelps the learners acquire and process ideas in a logical way. 3. It encourages intelligent responses which can be practiced to discover Wt" issues are occurring. To fully understand the strategy, here is the inquiry process. 116 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY GravesThe Inquiry Process Cet Report itd ECE ey Source: https://www.kged.org/mindshift/32277/the-inquiry-process In this model, the roles of teachers as facilitators are highlighted. It is their responsibility to let the learners identify the problem situation, judge the inquiry events, and reply to learners’ inquiry to augment learning. It supports the learners in establishing the importance of their inquiry. It also simplifies the conversation of the problematic situation among the learners because the responses are generated by them. Hence, they will be able to find connections starting from the questions about the topic being discussed. Questioning Techniques The art of questioning is the most important aspect in this strategy. The teachers Must be well-exposed to various ways of posting questions to students. Having known the different questioning techniques, teachers are assured of the success of their inquiry. Gershon (2014) identified the different questioning techniques that social studies teachers can use: UNITIH) + INSTRUCTIONAL STRATEGIES FOR SOCIAL stuDIeS | 117‘ inswer tc a, Might question. What might history be? What malate ences en : social issue? This question does not limit the possible lesponses that allon: learners. But rather, it opens up a range of possible Fr put thairexplanaty learners to reason out. Their answers may not be correct ignals the learnen might put all things right, including the word might s relevant to me that they need to use critical thinking to create argumen bs question/s. b. What if question. What if there is an earthquake; what shat gee oa a ‘if you became the mayor; what programs shall you Lea ese kinds of questions bring out the creativity, speculation, and rationality among the learners. It allows the learners to think in a totally different perspective that is usually grounded on what they believe in. It could be a great way to assess the learners formatively because it allows them to answer based from the learnings they had. . Different roles question. You are the judge; will you give your verdict in favor of the suspect? You are a teacher and you are expected to guide your learners, If there is a naughty pupil, will you spank him/her? This type of question allows the learners to have a glimpse of possible roles they might portray in the real world. This strategy is a nice representation of the outside world and gives the learners the chance to evaluate themselves. . Socratic questioning. This questioning style combines all the aforementioned form of questioning. Socrates has been known in history as the master of incessant questioning to achieve wisdom. Throughout his life, he spent so much time asking people questions for the purpose of revealing falsehoods Scholars divided Socrates’ questions into four types: © Gadfly questions. These allow teachers to ask several questions to push the learners to answer questions. — What are the elections all about? How important is it for people to participate in the elections? What if people were not allowed to vote? What will happen? When you reach the legal age, will you Practice your right to vote? © Stingray questions. These questions lead to a Sudden change in the course of questions. Sometimes, this is associated to tl he drift in the situation. — You said that love is the answer; will love cl hange the situation of the poor? — Imagine that poverty is not applicable to your . ‘il pursue your career as an artist? case; would you s © Midwife questions. From the name itself, these luesti licit new ideas to the learners. Guestions are used to el 118 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY Grapes— That i i lat is a very good Point. Can you elaborate it further? — How mi : low might that idea change the lives of Filipinos? — What made you Say that idea? © Ignoramus questions. in here, responses among the learners, teachers play dumb for them to elicit 'don’t understand. Can you further explain it to me? — So, do you mean that ...? — What does your answer mean? By learning to address inquiries, learners can appreciate problem-solving and critical thinking. Hence, there is a need for social studies teachers to learn how to properly use questioning skills to fully attain the goals of social studies education in the Philippines. Experience Study the sample Daily Lesson Plan below and analyze how the Jigsaw strategy is utilized in the elementary social studies classroom. [Grade Level 2 Learning Area Araling Panlipunan Quarter Una 1._ Objectives ‘Naipamamalas ang pag-unawa sa kahalagahan n Content Standard , i ini oP 9 8 a kinabibilangang komunidad. Gea Malithaing nakapagpapahayag/nakapagsasalarawan ng Performance Standard | | glagahan ng kinabibilangang komunidad. ; iil. Nauunawaan ang konsepto ng “komunidad” learning : 1.1 Nasasabi ang payak na kahulugan ng Competencies/ “Komunidad” Objectives 1.2. Nasasabi ang mga halimbawa ng “komunidad” UL Content Pagkilala sa Komunidad Ml, Learning Resources UNIT + INSTRUCTIONAL STRATEGIES FOR SOCIAL STUDIES | 119[miewnes | Other Learning Resources IV. Procedures Before the Lesson During the Lesson _——<—ouet—=~*«d ee - Araling Ponlipunan 2 Learner 5 ; her's Guide___——_| | Araling Panlipunan 2 Teac Se ols ni > Mga larawang tungko! sa komme + Video clip tungko! sa Pilipings «Chalk 1. Pagganyak (5 minuto) 1. Gagamitin ng guro ang video ' atensyon ng mga bata. Bago it muna ng guro ang mga sumusut ideo clip upang makuha ang ito jpapanood, sasabihin nod na tanong: @. Ano ang napanood ninyo sa video clip? b. Nakikita ba ninyo ang mga ito sa inyong komunidad? c. Anu-ano kaya ang mga ginagampanan ng mga ito sa ating buhay? I. Paglalahad ng mga Paksa at mga Layunin (2 minuto) Pagkatapos ng pagproseso ng mga sagot, ilalahad ng guro ang paksa at ang mga layunin nito. Pagtalakay (3 minuto) Ang mga larawang naihanda ay gagamitin sa isang interaktibong talakayan gamit ang iba’t ibang uri ng mga katanungang dapat sagutin ng mga mag-aaral. ll. Gawain: Inquiry-based Learning (Maaaring bigyan ng sariling pangalan: e.g., Q&A) 1. Unang Larawan: 120 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY Gangs‘Mga tanong: : @. Anu-ano ang mga nakikita ninyo sa larawan? Magbigay ng isa at ipaliwanag kung ano ang ginagampanan nito sa ating komunidad. b. Ano kaya ang mangyayari kung nawala ang mga ito? ¢. Paano natin mabibigyan ng halaga ang mga ito? 2. Pangalawang Larawan: i. Source: https://tl.goodsalt. om/details/rbjas000S. htm! Mga tanong: @. Ano ang nasa larawan? b. Paano ito masosolusyonan? ¢. Ano ang dapat gawin ng mga mamamayang tulad ninyo upang hindi humantong sa ganito ang ating komunidad? After the Lesson |. Pagbubuod (5 minuto) Gagamitin ng guro ang mga sagot ng mga bata sa pagbubuod ng talakayan. (ipagpapatuloy at mas palalalimin ang aralin sa [__ susunod na pagkikita.) UNIT I + INSTRUCTIONAL STF ATEGIES FOR SOCIAL STUDIES | 127Assess rs when teachers use the 1, What is/are being enhanced among the learne! inquiry-based teaching strategy? ‘ s? 2. What tips can you give to teachers in crafting g004 question 3. Asa future social studies teacher, would you use questions in eliciting ideas to learners? Challenge Based on the discussions above, create your own guidelines regarding the use of questions in the different parts of the lesson. 122. | TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES