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    What Happens in A Social Studies Class Today

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    rjsantinnicd
    The document discusses changes in social studies education over time. It notes that while course offerings have remained similar over the last century, reductions occurred in the 2000s especially at the elementary level. Curriculum reforms often aim to restructure schools and integrate instruction across subjects. However, integrated instruction faces challenges with goals, training, and time. Classroom contexts and texts also impact social studies learning, as teachers create different environments and textbooks are a primary resource. Overall, the document examines continuity and changes in social studies education, patterns in course offerings, impacts of restructuring schools, challenges of integrated instruction, and influences of classroom contexts and texts.

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    What Happens in A Social Studies Class Today

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    rjsantinnicd
    48 views28 pages
    The document discusses changes in social studies education over time. It notes that while course offerings have remained similar over the last century, reductions occurred in the 2000s especially at the elementary level. Curriculum reforms often aim to restructure schools and integrate instruction across subjects. However, integrated instruction faces challenges with goals, training, and time. Classroom contexts and texts also impact social studies learning, as teachers create different environments and textbooks are a primary resource. Overall, the document examines continuity and changes in social studies education, patterns in course offerings, impacts of restructuring schools, challenges of integrated instruction, and influences of classroom contexts and texts.

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    What happens in a Social Studies Class today

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    The document discusses changes in social studies education over time. It notes that while course offerings have remained similar over the last century, reductions occurred in the 2000s especially at the elementary level. Curriculum reforms often aim to restructure schools and integrate instruction across subjects. However, integrated instruction faces challenges with goals, training, and time. Classroom contexts and texts also impact social studies learning, as teachers create different environments and textbooks are a primary resource. Overall, the document examines continuity and changes in social studies education, patterns in course offerings, impacts of restructuring schools, challenges of integrated instruction, and influences of classroom contexts and texts.

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    Download as pptx, pdf, or txt
    48 views28 pages

    What Happens in A Social Studies Class Today

    Uploaded by

    rjsantinnicd
    The document discusses changes in social studies education over time. It notes that while course offerings have remained similar over the last century, reductions occurred in the 2000s especially at the elementary level. Curriculum reforms often aim to restructure schools and integrate instruction across subjects. However, integrated instruction faces challenges with goals, training, and time. Classroom contexts and texts also impact social studies learning, as teachers create different environments and textbooks are a primary resource. Overall, the document examines continuity and changes in social studies education, patterns in course offerings, impacts of restructuring schools, challenges of integrated instruction, and influences of classroom contexts and texts.

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    © All Rights Reserved
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    of 28

    II.

    REVISITING THE SOCIAL


    STUDIES EDUCATION THRUST:
    CONTINUITY AND CHANGE IN
    THE SOCIAL STUDIES

    What Happens in a Social Studies Class today?


    LEARNING OUTCOME
    ● Analyze the current state of social
    studies education in K-12
    classrooms
    Table of Contents
    • Introduction
    • Patterns of Course Offerings
    • Restructured Social Studies
    • Integrated Instruction
    • Classroom Texts
    • Classroom Contexts
    • Conclusions
    INTRODUCTION
    What happens in a Social Studies classroom? Is it
    different from a decade ago?
    Changes in the curriculum
    In a survey conducted in the US in 1991, they found out that there
    were only slight shifts in social studies offerings in K-12
    classrooms over the past century. However, a subsequent study
    conducted a decade later by Dye and Huffman in 2003 observed
    reductions in social studies course offerings, especially at the
    elementary level. These findings suggest a need to investigate
    how social studies education has evolved and what implications
    these changes may have for students.
    BEC (Basic Education Curriculum)
    The Philippines follows the same pattern of curriculum
    development and reform practices like most other countries. In
    2002, the Philippines’ Department of Education (DepEd)
    undertook a grand curricular reform effort, which resulted in the
    2002 Basic Education Curriculum (or BEC). But unlike
    curriculum reforms in other countries which involve a slow
    process, the BEC was implemented rather fast.
    BEC (Basic Education Curriculum)
    The DepEd Order No. 25 (s. 2002) on the implementation of the
    BEC states that studies on the previous curriculum began within
    the DepEd in 1986, and more explicit consultations with other
    stakeholders began in 1995. However, the formal curriculum
    reform process was initiated around March 2001. The BEC was
    implemented nationwide in June 2002 in all public primary and
    secondary schools in the country, 15 months after the curriculum
    reform process began. (BERNARDO & MENDOZA 2009)
    PATTERNS OF COURSE
    OFFERINGS
    What courses students take at every grade? Does
    every state differ in patterns or courses offered?
    Evolution of patterns
    Patterns of course offerings in elementary social studies continue
    to reflect the expanding environments curriculum (starting with
    self and family and moving to community, state, and nation)
    prevalent through much of the 20th century.
    K-12 elective courses
    Based on the curriculum guide of DepEd, K-6 doesn’t have elective course, though in Junior
    High 7-10 TLE which students can explore (7-8) and specialize (9-10) can be called a
    counterpart about this subject.

    While Senior High offers elective courses based on the strand the student choose in
    preparation for tertiary level.
    Teacher’s varying instructional method
    Brophy (1993) further notes that the elementary teachers in the
    studies he reviewed emphasized student engagement and affective
    outcomes rather than content-specific goals or social critique.
    Even teachers who engaged elementary students in inquiries that
    included discussion of the moral dimensions of content tended to
    make fewer attempts to address controversies or provide
    "countersocialization" than might social studies scholars.
    Teacher’s varying instructional method
    In Philippines’ context of education, K-12 minimized the
    difference in instructions through the curriculum guide. Though
    teachers may have differing understanding and mastery of the
    lesson content, through specified learning objectives, these
    discrepancies in teaching are somewhat mitigated, and the
    standards can still be met.
    Measurement and Frameworks
    Attention to course offerings remains strong, however, in part as a
    means of gauging the strength of social studies across the nation.
    As a result, exceptions to national patterns take on particular
    significance, as the cases of California and Florida make clear.
    Rather than a social studies curriculum, California moved to a
    history/social science framework.
    Measurement and Frameworks
    RESTRUCTURED SOCIAL
    STUDIES
    Can restructuring schools help the teacher adapt and
    students learn? Are the contents inclusive enough?
    Restructured Schools
    Several studies of curricular reform offer some insight into what
    happens in "restructured" classrooms, a generally under-
    researched aspect of social studies teaching and learning. In their
    study of New York City schools, Crocco and Thornton (2002)
    describe an inconsistent effect on social studies in restructured
    urban secondary schools. At one end of the instructional
    continuum, they found that the tendency to replace social studies
    with humanities courses (combined English and history) diluted
    social studies content.
    Restructured Schools
    Matatag curriculum, DepEd’s Secretary Vice President Sarah Duterte initiative in restructuring
    the K-12 curriculum. As it aims to:
    • To decongest the current curriculum by reducing the number of learning areas and focusing
    on foundational skills.
    • To vision balanced cognitive demands in order for students to obtain higher-order thinking
    skills as their grade level progresses.
    • To make the curriculum relevant to produce job-ready, active, and responsible citizens.
    • To accelerate the delivery of basic education services and provision facilities.
    • To take good care of learners by promoting learner well-being, inclusiveness learning, and
    positive learning environment.
    • To give support for teachers to teach better.
    Teachers Adaptation
    In a study conducted, researchers found out that teachers with more
    "defined, unitary, and sequential" content were less likely to adapt to
    integrated instruction (p. 608). English and history teachers were
    better able to create integrative themes, but still worried about losing
    content that they considered important. (Meister and Nolan, 2001)
    Controversies Over Content
    Controversies and uncertainties regarding content rise to the surface
    in the face of restructuring with sometimes frightening consequences
    for social studies educators. Nelson (2001), for instance, examines
    the controversy surrounding New York City's move to implement a
    "Rainbow Curriculum."
    Controversies Over Content
    The new Social Studies Curriculum of the K-12 Basic Education
    Reform tries to respond in integrating gender-principles and
    concepts in the teaching-learning process by providing curriculum
    content that recognizes women’s significance in the society as
    product historical and cultural processes, this is according to Nerissa
    S. Tantengco & Rodolfo L. Maramag’s research in 2016 about
    Examining the Gender Responsiveness of the Philippine Basic
    Education Reform or the K-12 curriculum.
    INTEGRATED
    INSTRUCTION
    Its history, challenges, and goals.
    History of Integrated Instruction
    Integrated units of instruction, combining multiple subjects, have a
    long history in elementary schools and are also common in middle
    school programs.
    The literature on integrated instruction, especially at the elementary
    and middle school levels, generally viewed it positively.
    History of Integrated Instruction
    According to Section 5 of the Republic Act 10533, the curriculum
    shall use pedagogical approaches that are constructivist, inquiry-
    based, reflective, collaborative, and integrative. These 5 Pedagogical
    Approaches in the K-12 Curriculum will serve as a guide for
    teachers in teaching a lesson.
    Challenges in Integrated Instruction
    Some of the challenges faced in integrated instructions are:

    • Uncertainty of Instructional Goals


    • Lack of Systematic Training
    • Lack of Instructional Time
    • Wade (1993) concluded that 70%–90%
    of social studies instructional time in the
    CLASSROOM decade she reviewed was textbook
    based.
    TEXTS
    • Recent studies focus more on how
    accessible texts are for readers, how
    “considerate” they are, or the ways in
    which they help or inhibit student
    understanding (McCabe, 1993).
    • The push to include fiction and non-
    fiction in social studies instruction has a
    CLASSROOM long history in the field.
    TEXTS • Segall (1999) argues that instruction in
    history should focus on how particular
    versions of the past came to be
    constructed and passed on rather than
    presenting past events as if accounts
    were unproblematic
    CLASSROOM
    CONTEXTS

    • Byers (2000) found that there was a statistically


    significant match between students’ self-perception and
    the perceived classroom social climate.
    • Each teacher creates a very different classroom, but
    Grant argues that each is an example of “ambitious
    teaching and learning”—the coming together of smart
    teachers, curious students, and powerful ideas
    REFERENCES
    • Thornton, S. J. (2019). Continuity and change in social studies curriculum. In L. L.
    Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp.
    19-32). Routledge.

    • Brophy, J., & Alleman, J. (2019). Early elementary social studies. In L. L. Levstik &
    C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 33-45).
    Routledge.

    • Levstik, L. S. (2019). What happens in social studies classrooms? Research on K-


    12 social studies practice. In L. L. Levstik & C. A. Tyson (Eds.), Handbook of
    research in social studies education (pp. 46-63). Routledge.

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