Steps

The lecture-discussion strategy is done by following these four basic steps:

• 1. Introduction. The teacher begins the lesson by providing a motivation

activity, presenting the objectives, and giving an overview of the topic.
• 2. Presentation of the lesson. The teacher proceeds to the unfolding of
the topic through the use of question-and-answer techniques and visual
organizers.
• 3. Comprehension monitoring. The teacher checks students'
understanding through different strategies of formative assessment.
• 4. Integration and closure. Students summarize the lesson by
highlighting the important points, synthesizing old and new information,
and/or sharing evidence-based conclusions.
 Advantages
• While there are many educators who warn against the use of direct
instruction strategies, lecture-discussion is beneficial if used in
moderation. First, it is easy to implement and can be applied in
almost all content areas in social studies. Its greatest strength lies in
its efficiency in imparting information since teachers transfer the
same amount of knowledge to all students in the classroom within
a short period of time, Also, the structured content-and the allotted
time for comprehension monitoring aids In mastery of learning
which can, in turn, improve student achievement. Lastly, by utilizing
a wide range of questioning, the teacher engages students in
different ways of thinking-from concrete to abstract, from
convergent to divergent, and from lower order to critical and
creative thinking skills.
 Tips
• 1. Plan the lesson in detail and practice your presentation. Vocal
delivery is very important in lecture- discussion. It will be helpful if
you plot your questions and plan how to explain concepts that will
be easily understood by students.
• 2. Be brief In the presentation of the lesson. Elementary students
have short attention spans. If possible, insert activities that will
capture their attention from time to time.
• 3. Use a questioning script to develop your questions. A
questioning script is basic set of questions constructed to guide
students from lower level to higher levels of thinking. You may refer
to Bloom's Taxonomy of the Cognitive Domain or the Taba I and
Taba II approach as a guide in developing this. Also, avoid questions
that are ambiguous, biased, and answerable only by yes or no.
• 4. To increase the effectiveness of delivery, use numerous
concrete examples, media, and graphic/visual organizers (e.g.,
concept map, semantic web, Venn diagram).
• 5. Pause occasionally after giving questions. Provide ample
thinking time and rephrase questions if students do not provide
answers.
• 6. Lecture-discussion works best if used in moderation and if
integrated with other strategies. I.
Using Graphic
Organizers
Introduction
Teacher Christine encountered a challenge when selecting the best
teaching strategies for a topic with multiple concepts. To address
this, she created various diagrams, called graphic organizers, to
visually represent the relationships between the concepts. During
the lesson, she observed that her students were highly engaged
and actively participated, especially when writing answers on the
board. By the end of the day, she confirmed that the graphic
organizers were effective in helping students understand and retain
the information.
Think
• Learning can be difficult, but effective thinking and learning strategies,
such as graphic organizers, can help. Introduced in the 1960s by
Ausubel, graphic organizers are based on the idea that the brain
organizes information around existing knowledge, making it easier to
understand and remember new concepts. These visual tools help
students structure complex information by showing relationships
between ideas.
• Graphic organizers not only help in organizing and summarizing
information but also aid in retaining it longer by presenting concepts
clearly and systematically.
Why Use Graphic Organizers?
1. It facilitates critical and creative thinking. Graphic organizers allow the
learners to focus only on the highlighted essential components. It enables
them to find necessary connections that could unveil answers to problems
and issues in daily living
2. It organizes information. The human mind is designed to store information
using a series of networks. As we live day by day, we encounter various
experiences which contribute to what we khnow. Graphic organizers give
us an opportunity to organize and evaluate the existing and new
knowledge that we encounter.
3. It shows relationship. One good relationship example that is always used is
the broad-to-specific relationship. It is sometimes called as part-part-
whole relationship which identifies the number and its components..
4. It allows self-directed learning. The good thing about graphic
organizers is that it can be used for independent learning
among the learners. This is because it is much easier for the
learners to grasp information and see connections
5. It encourages interaction. This form of teaching strategy
literally engages the learners to participate in class activities.
Since they appreciate its visual nature, the motivation to learn
comes next.
6.It is a form of assessment. Teachers can assess learning both
before and after the discussion. It could be both done in
formative and summative assessments.
How to Use Graphic Organizers

• Teachers are faced with various dilemmas in planning and

implementing their lessons. As mentioned earlier, the use
of graphic organizers in the instruction reveals many
positive outcomes. However, it is not easy to do so. In
order to transform the Instruction to the next level, the
following procedures are recommended (Curriculum
Development Institute, HK, 2001).
 Eight Types of Graphic Organizers
for Social Studies
Example: KWL chart
▪︎▪︎1. ASSUME AND ANTICIPATE-
This form of graphic organizer is
best for formative assessment
where teachers evaluate the
schema of the learners on a
certain topic. This could be done
in a form of opinion-seeking
activity where the teachers
introduce a topic or issue that
learners have to answer.
2. POSITION AND PATTERN - This Example: Cause and Effect
type of graphic organizer helps Graphic Organizer
teachers and students see the
relationship of a concept with
another, particularly in
chronological_order on how the
patterns occurs and reoccurs in
different contexts and events.
 Example: Learning Map
3.GROUP AND ORGANIZE - These
organizers help teachers and
students understand that several
ideas or parts are related to a
single category. These can also
show a central concept and its
corresponding attributes. It can be
shown in different shapes and
forms.
4. COMPARE AND CONTRAST-These Example: Venn Diagram
diagrams are used to identify
similarities and differencies between
among concepts. Its allows the
learners to see what characteritics
are shared and exclusive to the
concepts that are being compared.
5. RELATE AND REASON - The idea Example: Hiararchy Chart
behind this type of graphic organizer
revolves around the use of inductive
and deductive thinking patterns. It
shows whether a concept is part of a
whole or the sum total of its parts.