METHODOLOGY IN TEACHING SOCIAL STUDIES

(Module 11) Process Approach. The process approach may be defined as

teaching in which knowledge is used as a means to develop
 The Discovery Approach focuses on cognitive learning students’ learning skills. This approach originated from and
through personal exploration. It is characterized by used to be a monopoly of science instruction. Today, it is
inductive reasoning, where students move from specific identified primarily with skill-oriented subjects like practical
instances to general principles. Freedom is essential for arts and home economics and even with knowledge-laden
discovery, allowing learners to gain knowledge through subjects like social studies.
their individual experiences. In this student-led process,
knowledge is seen as personal and novel. The teacher's role The essence of the process approach lies on three major
is to exercise patience, allowing ample time for exploration, points:
and to act as a facilitator by providing hints rather than 1. Emphasis on process implies a corresponding de-emphasis
direct answers. The advantages of this approach include on the subject content (the concern is how to learn and not
enhanced intellectual capabilities, a shift toward intrinsic what to learn).
motivation, the teaching of discovery methods, and 2. It centers upon the idea that what is taught to students
improved memory retention. should be functional and not theoretical (e.g. if you learn
 The Process Approach emphasizes skill development mathematics do what mathematicians do; if you learn
through practical application. It prioritizes how to learn science, do what scientists do; and if you learn music, do
over what to learn, focusing on relevant, hands-on what musicians do)
activities that encourage functional learning. This approach 3. It introduces the consideration of human intellectual
highlights the importance of developing intellectual skills. development (produces the consideration of human
Its advantages include fostering independence and self- intellectual development –processes may refer to
sufficiency, as well as preparing students for real-world intellectual skills).
challenges.
 The Inquiry Approach centers on the exploration of Advantages
fundamental issues through discovery. It emphasizes 1. Teaching a man how to catch fish is much better than
inquiry, prioritizing the search for knowledge over rote giving him fish every time he needs it –this is the adage
learning, and aims for conceptual growth and the recognized by process approach.
development of new ideas. Additionally, it fosters 2. By developing the skills of the students, the teacher is
attitudinal growth by encouraging curiosity and skepticism. preparing the students to be independent, self-sufficient,
In this approach, the teacher acts as a collaborator, and productive person. This gives substance to education
facilitating group learning and remaining open-minded to as a process of “preparing one for his own life”.
feedback and adaptation. The advantages include enhanced
analytical thinking and cultivated curiosity and observation Inquiry Approach. The concept of inquiry refers to one’s
skills. attempt to understand fundamental issues and concerns that
 Each of these approaches promotes student-centered may affect one’s status in life. From the point of view of
learning, effectively boosting engagement, critical thinking, teaching and learning, the concept of inquiry gives premium to
and practical skills. the process of discovering what may be of help in motivating
and in facilitating proper accumulation of knowledge.
Discovery Approach. This approach pertains basically to
cognitive aspect of learning; the development and organizations Characteristics:
of concepts, ideas and insights, and the use of reference and  Its emphasis is placed upon the aspects of search rather than
other logical processes to control a situation. on the mere acquisition of knowledge. It addresses itself
primarily to learning concepts, although an end product of
Characteristics: any inquiry lessons may be production of a new idea of
1. It is inductive, proceeding from the specific to general ones. concept –or a new invention. It is the search for truth,
2. Freedom is necessary in the discovery approach. information or knowledge. It pertains to research and
3. The teacher helps the learners acquire knowledge, which is investigation and to seeking for information by asking
uniquely his/her own because he/she discovers it for questions.
himself/herself.  This approach views a given discipline more as an attitude
4. The end of teaching, using this approach, is the acquisition than as a body of knowledge or as a method. Emphasizing
of knowledge. the affective aspects of learning, it uses both the content
5. The students and not the teacher should be actively and processes as means toward the development of the
involved in the process of discovery qualities of the mind as curiosity, skepticism, intellectual
6. The students look at the knowledge that they have honesty and the like.
discovered as something new to them.  In using this approach, the questions should proceed from
the very factual to thought-provoking questions –that is
Centering on a series of problem-solving situations, the from the what questions to the how and why questions.
discovery approach, therefore, calls for active student More opportunities should be provided to students to
involvement. It is student-centered as well as self-directed respond to questions that call for analysis, interpretation,
learning. evaluation, and judgment. The inquiry approach simply
calls for the use of systematic method of studying a
Roles of the Teacher problem so that solutions therefore be equally prepared and
1. Patience is needed in this approach. A teacher does not implemented.
pressure the students but gives them enough time to
formulate the expected generalization. Role of the teacher:
2. The teacher should not answer for the students; he/she can  In the classroom, the teacher should be an active participant
give clues and hints instead. He/she does not generalize for in bringing about working relationship among learners,
them. which enhances functional interplay of ideas and actions.
Teachers and learners alike should learn to make
Advantages adjustments in undertaking activities geared towards the
1. The increase in intellectual potency “greatest good for the greatest number”.
2. The shift from extrinsic to intrinsic motivation  This approach encourages teacher to be open-minded, and
3. The learning of the heuristics of discovery (how to learn) to be gracious in accepting criticisms and challenges with
4. The aid to conserving memory
 an end in view of insuring the carrying out of school  incorporation of stimulating visual effects such as flashing,
activities as planned. and
 nonlinear progression.
Advantages:
1. It requires students to go beyond the knowledge and skills In the implementation of multimedia, it is accepted that the
levels of learning toward the affective dimensions like their human mind is a two-channel system of information processing
attitudes, values, appreciations and the like. with limited capacity. It has visual/pictorial and verbal/auditory
2. Students are expected to become more analytical and less processing channels. Once the human mind receives
gullible. information for cognitive processing, it selects, organizes and
3. When students have adopted the spirit of inquiry, they integrates the mental representations promoting meaningful
become more curious and observant individuals. learning. The cognitive processing by the learner is believed to
cause learning and not the media environment
METHODOLOGY IN TEACHING SOCIAL STUDIES
(Module 12) The Cognitive Theory of Multimedia Learning
Based on the cognitive theory model of multimedia
 The Multimedia Approach utilizes various media forms, learning of the human information processing system. The
including text, audio, video, and images, to enhance boxes represent memory stores, being sensory, short-term and
learning by engaging multiple sensory modalities. This long-term memory.
approach, which emerged in the 1960s, allows for self-
paced, interactive learning, fostering autonomy and deeper  Pictures and words as a multimedia presentation enter the
engagement with material. It leverages cognitive sensory memory through the eyes and ears.
processing by integrating visual and auditory information,  The sensory memory allows pictures to be registered in the
promoting meaningful learning through active mental eyes and held as visual images in a visual sensory memory
connections. The Cognitive Theory of Multimedia for a short span of time.
Learning highlights how information is processed in the  Text (printed words) is processed in the visual channel and
brain, moving from sensory memory to short-term and then moves to the auditory channel.
eventually long-term memory, where knowledge is  Spoken words and sound are registered in the ears and held
constructed through selecting, organizing, and integrating as auditory images in the auditory sensory memory for a
information. brief period.
 In contrast, the Value Clarification Approach aims to
help students identify and reflect on their own values rather  The core of multimedia learning takes place in the
than teaching specific ones. It encourages students to short-term memory where knowledge is held
compare their values with those of others and fosters temporarily. Short-term memory is divided into two
awareness of differing perspectives. Key procedures sections based on the two sensory modalities, namely
include non-judgmental discussions, warm-up activities, visual and auditory.
and thoughtful questioning, all designed to promote self-  The left side of illustration represents raw material in
reflection. This approach emphasizes individual values as the form of sound (words) and images (pictures), with
sacred and encourages students to articulate their beliefs an arrow from sounds to images representing the
while maintaining a supportive classroom environment. mental conversion of a sound into a visual image.
Through these strategies, students gain clarity on their  The arrow from images to sounds represents the
values, learn to respect differing opinions, and develop mental conversion of a visual image into a sound
critical thinking skills. image.
 The right side of illustration represents knowledge
Multimedia Approach. A medium is "an intervening agency, construction of visual and verbal mental models and
means, or instrument by which something is conveyed or the link between the two.
accomplished". Media is the plural form of medium, which  The arrows labeled selecting (moving from the
includes the means to create, store, and present instructional presented material to short-term memory), organizing
content. These include tools books, computers, slide projectors, (moving from one kind of representation in short-term
video projection, overhead projectors, document cameras, memory to another), and integrating (moving
audio systems, combined sound and video systems (television, information from long-term memory to short-term
digital video cameras), and the media objects themselves. The memory and between visual and auditory
term multimedia was introduced in the 1960s to describe the representation in short-term memory) represent the
combined use of several media, such as text, film, video, still main cognitive processes needed for multimedia
images, and audio. Schnotz & Lowe (2003), define the term learning.
multimedia as the combination of multiple technical resources  The last box is labeled long-term memory. The arrow
for the purpose of presenting information represented in from long-term memory to short-term memory
multiple formats via multiple sensory modalities. represents the knowledge that a person has acquired
that must actively be brought to short-term memory so
Multimedia-based instruction can be efficient and effective that one can actively think about this material in long-
for three reasons: term memory. During the cognitive process of
• it is self-paced learning: the individualized pace of the learning integrating, the learner mentally connects the verbal
allows students to break down the group instructional setting, and pictorial models as well as the applicable prior
which often inhibits some people's natural progression, knowledge from the long-term memory.
• it includes video/audio production, enhancing a learner's
interaction with the course material through less bridging effort Value Clarification Approach. The objective of the values
between the learner and the information being processed, and clarification approach is not to teach specific values, but to
• it provides autonomy in the learning process: self-regulated make students aware of their own personally held values and of
instruction shifts the sense of responsibility from the instructor the way in which their values compare to those of friends, adults,
to the student. different groups in society, and even other societies in other
Multimedia offers avenues for presenting material not times. It is hoped that, as this awareness increases, students will
possible with other methods, such as: reconsider and perhaps modify poorly founded values while, at
 interaction; the same time, hold more confidently values which stand the
 animation to demonstrate concepts; test of review and comparison.
 sound cues;
Though values clarification activities take a variety of forms,  Do not try to do big things. The purpose of a clarifying
there are certain basic procedures that should be followed response is to set a mood. Each response is only one of
when using the approach: many: Its effect is cumulative.
 The teacher begins the lesson with "opening up" activities  Do not intend for the clarifying response to develop
which focus on low-risk issues. into an extended discussion. The idea is for the student
 The activities require student to indicate their position on to think, and she usually does that best alone. Allow
an issue in an overt and explicit manner. for two or three rounds of dialogue and then offer to
 The teacher accepts student responses without judgment or break off the conversation with some honest phrase
evaluation and discourages any attempts by students to such as “I see what you mean now,” or “Your idea was
challenge or mock each other's position. very interesting. Let’s talk about it again some other
 The students should be asked to explain or provide reasons time.”
for holding a specific value position.  Do not respond to everything everyone says of does in
 The activities should, whenever possible, be related to the classroom.
issues that have historical import or are related to current  Direct clarifying responses to individuals whenever
social or political concerns. possible. A topic in which Henry needs clarification
may be of no interest to Mae. Issues of general concern
Purpose: may warrant a general response to the entire class, but
 Help Students identify more clearly what it is they value in even here the individual must ultimately do the
specific situations. reflecting for himself.
 Help students realize that others may hold different but  Use clarifying responses in situations where there are
equally acceptable values. no “right” answers, such as those involving feelings,
 Motivates (how? why?). attitudes, or beliefs. They should never be used to draw
a student’s thinking toward a predetermined answer.
Use Small Groups if Possible
 This allows everyone to share. METHODOLOGY IN TEACHING SOCIAL STUDIES
(Module 13)
Use Warm-Up Exercises
 If your students have never or rarely done a values  Mastery Learning, developed by Benjamin S. Bloom in
clarification exercise, this is vital. 1968, is an educational philosophy that asserts students
 Warm-up consists of low risk questions: "those of you who must master prerequisite knowledge before progressing to
like the beach move to one side of the room; those of you new material. This approach relies on structured units with
who like the mountains, move to the other side." specific objectives, requiring students to achieve a
proficiency of 80% on assessments before moving on. For
Ask Good Questions those who do not meet mastery criteria, additional support
 Don't ad-lib them; think of them beforehand. such as tutoring and peer discussions is provided, creating
a continuous cycle of learning and assessment. Research
 Give students opportunities to select from alternatives.
shows that this method enhances student achievement,
 Avoid yes-no questions because they do not lead to thought.
attitudes, and retention by fostering a supportive
 Ask only a few questions: four to six at the most.
environment tailored to individual needs.
 Ask high risk questions only if you feel the kids are ready
 The Eclectic Approach in education combines various
and only after they have had a bit of a warm-up.
teaching methodologies to create a customized learning
experience that addresses the diverse needs of students.
Sharing
This flexible strategy allows educators to choose
 Request an overt response: pointing, choosing, writing, etc.
instructional methods based on lesson goals and student
 Request that students share their values unless they do not characteristics, promoting engagement and understanding
want to do so. through a variety of techniques. By incorporating multiple
 Involve as many of the value processes as possible— approaches, teachers can better match their methods to the
choosing, prizing, etc. unique learning preferences of their students, enhancing
 Remain non-judgmental: don't feel you need to straighten overall effectiveness and fostering an inclusive classroom
out kids' thinking. environment. This adaptability not only breaks the
 Offer to reveal your own values after students have chosen. monotony of traditional instruction but also enriches
student comprehension through diverse instructional aids.
Warnings
 Don't ask too many questions—let the kids reflect. Mastery Learning Approach. Mastery Learning is an
 Don't ask "why" questions since they may cause students instructional approach and educational philosophy, first
to become defensive. Better to ask: "Do you want to tell us formally proposed by Benjamin S. Bloom in 1968. Mastery
the reasons for your choice?" Learning is based on the concept that learners must master
 Don't moralize subtly through leading questions that have prerequisite information before moving on to study succeeding
implicitly right answers. information. If students fail to grasp the information on the
 Avoid lumping consensus decision exercises with values given test, they are given more resources for learning and
exercises. The idea is not to come up with a group value, reviewing the material. Then they are evaluated again. This
but with individual values. Individual values must be cycle will be repeated until the learners attain mastery and then
considered "sacred." move on to the next unit. Mastery learning is a set of group-
 Keep it simple. based and individualized instructional methodologies based on
 Don't expect miracles from a values clarification exercise: the concept that if learners are given enough time, they will
this strategy needs to be done often, so that students will achieve a high degree of understanding in a specific field
get used to the idea of identifying and sharing their own (Anderson, 1975). The mastery learning approach separates
values. subject matter into units that have predetermined objectives or
unit expectations. Students study through each unit in a
Handling Student Responses systematic manner, either alone or in groups. Before moving on
 Put the responsibility on the answer to look at his ideas to new subject, students must demonstrate proficiency on unit
and think about what he wants for himself. tests, which are normally 80%. Students who do not master the
material are given further help through tutoring, peer
monitoring, small group discussions, or additional homework.
Additional time for learning is prescribed for those requiring
remediation. Students continue the cycle of studying and testing
until mastery is met. Mastery learning had been proven to be Therefore, teachers should try to design eclectic instruction by
positive and successful especially in the area of achievement, combining the best features of each approach in a blend that
attitudes towards learning and the retention of the content produces an optimal overall result - a greatest good for the
(Davis and Sorrel, 1995). Mastery Learning Approach allows greatest number - in helping students achieve worthy
students to have unlimited opportunities to demonstrate mastery educational goals.
of content taught. It involves breaking down the subject matter
to be learned into units of learning, each with its own objectives. Principles of Eclectic Approach
The strategy allows students to study material unit after unit  It gives teachers a chance to choose different kinds of
until they master it. Mastery of each unit is shown when the teaching techniques in each class period to reach the aims
student acquires the set pass mark of a test. It helps the student of the lesson;
to acquire prerequisite skills to move to the next unit. The said  Flexibility in choosing any aspect or method that teachers
approach requires teachers to do task analysis and state the think suitable for teaching inside the classroom;
objectives before designating the activities. It can help the  It gives a chance to learners to see different kinds of
teacher to know student’s area of weakness and correct it thus teaching techniques that break monotony and dullness on
breaking the cycle of failure. According to Bloom (1971), one hand and ensure better understanding for the material
mastery learning approach, any teacher can help all the learners on the other hand;
to learn excellently, speedily and self-confidently. Mastery  Use different kinds of teaching aids which leads to better
learning believes that it can be initiated and instigated simply understanding.
by transforming conventional group and teaching learning
process to make sure that some students need more time and METHODOLOGY IN TEACHING SOCIAL STUDIES
they receive proper additional teaching according to the result (Module 14)
of the formative evaluation. Mastery learning provides an
influential and powerful new approach to student learning  Teaching strategies are methods employed by educators to
which can provide almost all students with the successful, enhance student learning, influenced by the subject matter,
effective and rewarding learning experiences (Mehar and Rana, students' prior knowledge, and their current learning stage.
2012). According to Devlin and Samarawickrema (2010),
effective strategies aim to prepare students for future
According to Bloom mastery learning approach… challenges by fostering critical thinking, teamwork, and
 First the materials and concepts are divided into smaller communication skills. Key principles include ensuring a
units with predetermined objectives. strong grasp of fundamental concepts, establishing
 Then instructional process begins to learn a unit by relevance through real-life examples, challenging
adopting appropriate teaching methods. misconceptions, and engaging students in meaningful tasks.
 After teaching the said unit, students’ performance is Building empathetic relationships and maintaining flexible
assessed by giving a quiz assessment in order to provide lesson plans are also essential.
information or feedback on their learning.  Specific strategies include brainstorming, which fosters
 Students must exhibit and achieve mastery on unit before idea generation and collaboration but may lead to "group
moving on to next unit. think"; case-based small-group discussions, which
 Students who fail to achieve mastery are subjected to enhance problem-solving but can face participation issues;
receive remediation through additional sources like demonstrations, which provide practical insights but may
tutoring, textbooks, alternative materials, peer monitoring, not suit all learning styles; games, which promote
study guides, learner centered activities or additional engagement and teamwork but can alienate non-
assignment. competitive students; and independent study, which
 Sufficient time for learning is provided for those needing allows learners to explore at their own pace but may lack
remediation. connection to immediate objectives. Each strategy has its
 Students continue the cycle of studying and testing until strengths and weaknesses, highlighting the importance of
mastery is achieved and then move to the next unit thoughtful selection based on context and student needs.

Eclectic Approach. Eclecticism is a philosophy of choice. 1. Case-based Small-group Discussion- small groups of 5-
Eclecticism is nothing but a fusion of knowledge from all 10 address case-based tasks, exchanging points of view
sources. It is a peculiar type of educational philosophy which while working through a problem-solving process. In this
harmoniously combines all good ideas and principles from teaching strategy process, Srinivasan, Wilkes, Stevenson,
various schools of thought. This approach is not rigidly Nguyen, and Slavin (2007) explained that the group
confined to a single paradigm or set of assumptions but draws focuses on creative problem solving, with some advance
upon multiple theories to gain complementary insights into a preparation. Discovery is encouraged in a format in which
subject or applies different theories in particular cases. The both students and facilitators share responsibility for
eclectic approach is the label given to a teacher's use of coming to closure on cardinal learning points.
techniques and activities from a range of teaching approaches
and methodologies. The teacher decides what methodology or Advantage
approach to use depending on the aims of the lesson and the (a) actively involves participants and stimulates peer group
learners in the group. learning;
(b) helps participants explore pre-existing knowledge and build
Four Logical Reasons to Use Eclectic Instruction on what they know;
a) Teachers want their students to learn a wide variety of (c) facilitates exchange of ideas and awareness of mutual
ideas (Conceptual Knowledge) and skills (Procedural concerns; and
Knowledge); (d) promotes development of critical thinking skills.
b) Different approaches are useful for teaching various
aspects of these ideas-and-skills; Disadvantage
c) Usually there are diminishing returns for each type of (a) can potentially degenerate into off-task or social
instructional approach, conversations;
d) Students' characteristics vary in many ways (in their (b) can be a challenge to ensure participation by all, especially
learning preferences, abilities to experience success in larger groups; and
with various types of instruction) and teachers want to (c) can be frustrating for participants when they are at
match the characteristics of more students with at least significantly different levels of knowledge and skill.
one of the teaching styles.
2. Demonstration- performing an activity so that learners can
observe how it is done in order to help prepare learner to
transfer theory to practical application. Moreover,
demonstration strategy involves the teacher showing
learners how to do something (Adekoya and Olatoye,
2011).

Advantage
(a) help people who learn well by modeling others;
(b) promote self-confidence;
(c) provide opportunity for targeted questions and answers; and
(d) allow attention to be focused on specific details rather than
general theories.

Disadvantage
(a) is of limited value for people who do not learn best by
observing others;
(b) may not be appropriate for the different learning rates of the
participants; and
(c) requires that demonstrator have specialized expertise if
highly technical tasks are involved.

3. Games are used to bring competition, participation, drills,

and feedback into the learning experience as a motivator
and opportunity for application of principles.

Advantage
(a) actively involves learners;
(b) can add or regenerate motivation;
(c) promotes team learning and collaborative skills;
(d) provides a challenge that can lead to confidence in knowing
and expressing the material;
(e) provides feedback; and
(f) can create a “fun” learning environment.

Disadvantage
(a) can create in-group/out-group feelings;
(b) can demotivate students who are not competitive by nature;
(c) can create feelings of inadequacy in those not as skilled or
forceful; and
(d) can discourage creativity if the format is very rigid and the
focus is strongly on winning.

4. Independent study is a teaching strategy designed to

enhance and support other instructional activities. Learning
activity is typically done entirely by the individual learner
(or group of learners) using resource materials. It may be
done using computer/web-based technology. Alberta
Learning (2002), also defines independent study as an
individualized learning experience that allows students to
select a topic focus, define problems or questions, gather
and analyze information, apply skills, and create a product
to show what has been learned.

Advantage
(a) fosters independent learning skills;
(b) allows learners to progress at their own rate; and
(c) enhances other learning experiences.

Disadvantage
(a) may be disconnected from immediate objectives; and
(b) may be difficult to identify/access appropriate materials