ATG-Group 3. (Firmeza, Collado, Martinez, Pollicarm Quitana) Docx

Adaptive Teaching Guide – FOR SHS TEACHERS
SHS Teachers – Topic Less Understood
MET # 3 : The Human Person as Being with Others in the Society

Lesson # 2: Social Transformation of Human Relations
Starting Point
Prerequisite Content-knowledge:
(1) Understanding of social interactions
(2) Basic Understanding of social issues or problems
(3) types of societies (hunting and gathering, agrarian, industrial )
Prerequisite Skill:
(1) Problem solving skills
(2) Distinguish holistic and partial point of view
Prerequisites Assessment:
Picture analysis
Instruction: students are asked to identify social issues by looking at the picture. Then teacher will process afterwards the
responses of the students.
Picture #1 Picture # 2 Picture # 3
Processing question:
1. What do you see in the picture?
2.Can you identify the social issue or problem it implies?
3. As part of a bigger group of people called society; what can society alleviate or took actions to these social problems?
Pre-lesson Remediation Activity:
1. For Teachers with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): explain the issues and how
they came arise from the links
2. For Teachers with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Have “Q and A” discussion, processing questions (possible): Are these problems surface because of human interaction? How?
How can these social problems can be solve problems?
Introduction:
1. The knowledge (RUA) the student is expected to gain from learning the topic/lesson.
The Session is good for 120 minutes

At the end of the class students are able to:
 Recognize how individuals form societies and how individuals are transformed by societies.
 Compare different forms of societies and individualities (e.g. agrarian, industrial and post-industrial)
 Explain how human relations are transformed by social systems.
 Evaluate the transformation of human relationships by social systems and how societies transform
o individual human
2. Context where the student is going to apply his/learning (In what EAA/EFAA and personal use?)
The learners can apply their learnings in this lesson in the context of PAA 3: Social Program Analysis as well as
their performance task
3. Overview of the Lesson

This lesson allows the learners to understand the interplay between the individuality of human beings and their social
contexts. Also, the learners are able to evaluate the formation of human relationships and how individuals are shaped by their
social contexts.
Student’s Experiential Learning: Drawing Attention to meaning and prompting connections to prior knowledge +
using examples and non-examples + prompting effortful thinking
Motivation: Quote Analysis

Lasting solutions to many social problems will be found only as we each learn to say “I am the society”
– Mal Fletcher
Processing questions:
 What can you imply from the quote?
 Can we solve this social problems or issues alone? Why and how?
Teacher input: Man by nature social, we heard that No man is an island
Chunk 1: Picture Analysis

Formative question:
What is life in a farm setting, factory setting, or in society full of technology?
Teacher inputs: the teacher present the material- the types of society
Chunk 2: Fill In the Matrix

Instruction: students try to give characteristics that are common and different to each identified societies. The teacher is
give printed copy of the martix
Types of societies Give one to two characteristics that Give one to two characteristics that
are the same (manner, culture, are different (manner, culture,
occupancy, technologies or etc.) occupancy, technologies or etc.)
Teacher inputs: the teacher presents the characteristics of each societies
Chunk 3: Identifying the effects

Formative question:
 From the identified societies, can we improve or somehow transform?
 In you own understanding, what is social transformation
Learning Activity:
Social Context Effects

Formative question:
 In the activity , we can see social transformation? How can you say so?
 From your own experience, did you experience social transformation? Can you give one situation or event
happened this?
Teacher’s input: the teacher gives
Synthesis
What are your realizations, insights, or take aways on our lessons today?
(Feedbacking based on the students’ response).
TOWARDS THE END, THE SHS TEACHERS MAY NOW PROCEED WITH THIS...
RUA of Student’s Learning: (Drawing Attention to meaning and prompting connections to prior knowledge
Reflective Essay (Offline Modalities): The students are given time to express their realization/insight to be
submitted in next meeting.
Social Context: With the COVID-19 there is a change of of the face of education. Nation-wide lockdown, schools are forced
to closed. But in a long-run there is a demand to open schools because of the believe that education should be continue, we
do flexible modalities of learning—modular, asynchronous, and online modalities.. There are issues such as slow or
intermiettent internet signal, no teachers to guide during modular and asynchronous modality. Others critique that
education was compromise.
Question: How can social transformation in the given social context change the course in the field of education? How you
as a student change perspective of education and the way you learn at school?
IN CASE THERE IS AN INSUFFICIENT OR FAIRLY LEVEL OF PRE-REQUISITE CONTENT

KNOWLEDGE AND/OR SKILLS.
Post-lesson Remediation Activity:
1. For Teachers with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Explaining and/or concepts clarification
2. For Teachers with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
“Q and A”, processing of students’ responses and/or feedback based on their understanding.

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Adaptive Teaching Guide – FOR SHS TEACHERS

SHS Teachers – Topic Less Understood

MET # 3 : The Human Person as Being with Others in the Society

Picture #1 Picture # 2 Picture # 3

The Session is good for 120 minutes

3. Overview of the Lesson

Motivation: Quote Analysis

Chunk 1: Picture Analysis

Chunk 2: Fill In the Matrix

Teacher inputs: the teacher presents the characteristics of each societies

Chunk 3: Identifying the effects

Social Context Effects

Teacher’s input: the teacher gives

(Feedbacking based on the students’ response).

IN CASE THERE IS AN INSUFFICIENT OR FAIRLY LEVEL OF PRE-REQUISITE CONTENT

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