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The Instructional Procedures in Teaching Elementary

The document discusses various instructional procedures and strategies that teachers can use to effectively teach social studies in elementary classrooms. It outlines procedures to structure the classroom environment and keep students engaged. It also describes different learning styles and provides examples of interactive strategies like role playing historical events, creating word walls and pop-up books, analyzing artwork and artifacts, and more. The goal is for teachers to employ a variety of approaches to accommodate different learning needs and make social studies lessons engaging.

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Elwin Narciso
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38 views27 pages

The Instructional Procedures in Teaching Elementary

The document discusses various instructional procedures and strategies that teachers can use to effectively teach social studies in elementary classrooms. It outlines procedures to structure the classroom environment and keep students engaged. It also describes different learning styles and provides examples of interactive strategies like role playing historical events, creating word walls and pop-up books, analyzing artwork and artifacts, and more. The goal is for teachers to employ a variety of approaches to accommodate different learning needs and make social studies lessons engaging.

Uploaded by

Elwin Narciso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The Instructional

Procedures In
Teaching Elementary
Mr. Elwin A. Narciso
Jeremiah D. Pascua
Ruthlyn G. Agoto
COURSE IN THE GRADUATE STUDIES
Jamela Dillig
It’s not– the way it’s
traditionally been taught is
boring.

Social studies instructors


should challenge students
to think about the events
that have made our world
the way it is: the lessons
should be so engaging and
interactive that no child
could ever find it boring.
• These are procedures that are created,
planned, and implemented to keep
things running smoothly and efficiently
in the classroom. These procedures
cover a wide array or arrangement of
such situations inside the classroom
wherein the learners know what to do
at the beginning of the day. So, to
have more time working and learning,
instructional procedures should be well
plan and strictly implemented in the
classroom.
• The social studies teacher needs to
acquire competence in his approaches.
These competencies include content
competence, competence in transmitting
the content to the learner, competence in
the use of variety of instructional strategies
and competence in evaluating instruction.
And so, in the exquisite and transfer of
knowledge require some instructional
strategies, methods and approaches and
means of enhancing meaningful learning
using instructional resources or materials.
Three Basic Learning Styles
Learning by Seeing

➢Charts and Graphs


➢Graphic
Organizers
➢Lesson Outline
➢Picture Aids
➢Power Points
Learning by Doing

➢Incorporate Body
Movements
➢Tactile-Touch/Feel
➢Hands On Activity
Learning by Hearing

➢Read-Aloud
➢Listening Center
➢Verbal Instructions
➢Discussions
➢Repeat to a
friend/Peer Discussion
• In teaching social studies or (Araling
Panlipunan) in elementary the teacher
should have capacitated with variety
of instructional procedures or strategies
in order to meet the needs of the
learners. It is also important that the
teacher must know well the level of
each learner’s, flexible and easily
adjust her/his self-suited to the level
and needs of the learners.
• One of the most effective methods of
stimulating the learners in what they
learn. Here students are being involve
and participate in the class, thus it
guarantees a participative and
collaborative learning.
• This is a common teaching
instruction/method used by teacher.
Asks question then recognizes one
student who answer the question.
Therefore, this is a process whereby the
teacher asks a question, a student
respond.
• It requires students to learn about a
particular event and then line up with
peers according to their events’
chronology.
• This strategy uses movement to help
students understand and remember
the order of events.
• Is an activity based on the Living Images
strategy, students work in groups to
recreate historical photographs by
performing a series of “freeze frames”
that capture the moments depicted in
the photos.
• Have students think or write independently
about how they would have responded to a
historical dilemma, and after they have
gathered their thoughts, have them discuss
in groups
• Create a word wall for the unit you are
studying, and have students suggest words to
add.
• This can be done traditionally on a wall, or in
other ways, such as a file folder word bank.
• These file folders can be kept up for reference
during your unit, then put in the writing center
for students to continue to incorporate the
vocabulary in their writing.
• Since art dates back tens of
thousands of years, there is
artwork for almost every time
period and culture your students
will study.
• Show children paintings and
sculptures from your chosen time
period and have kids make
inferences about the culture.
• Show students a few
powerful images to elicit
inferences about the time
period or historical event
shown.
• Create pop-up books for
important vocabulary in
the social studies units you
teach.
• Each student can pick a
term and create one
page.
• Glue the pages together
to create a book for your
class library.
• Folding paper in various ways
can create information
presentations that are far more
interesting than worksheets.
• Show photos of statues
and discuss where statues
are placed.
• Then have children work
together in groups to
recreate a historical
scene or event in the form
of a statue.
• Have each student choose a letter of
the alphabet and a corresponding
vocabulary word, and create a page
explaining what the term means.
• The pages can be bound together in
a class book.
• Have students create
postcards from the
culture or time period
they are studying.
• This is a great culminating activity. Have
students collect or create ‘artifacts’ to
represent a time period or historical
person/event.
• Choose items from a
specific time period or
culture (books, blueprints,
photos, musical scores,
paintings, etc.). Have
students explore the
artifacts and discover the
time period through
them.

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