Instructional Strategies for Teaching Social activity, presenting the objectives, and

Studies giving an overview of the topic.

2. Presentation of the lesson. The teacher
LECTURE-DISCUSSION proceeds to the unfolding of the topic
through the use of question-and-answer
Introduction techniques and visual organizers.
Lecture discussion is perhaps the most 3. Comprehension monitoring. The teacher
widely used instructional strategy across all checks students' understanding of
grade levels and subject areas. Also called different strategies of formative
teacher-led discussion or classroom assessments
discussion, it is a strategy under the direct 4. Integration and closure. Students
instruction model which promotes interaction summarize the lesson by highlighting
between teacher and students through explicit the important points, synthesizing old
instruction combined with different levels of and new information, and/or sharing
questioning. This strategy is preferred by many evidence-based conclusions.
teachers to veer away from the negative Advantages
connotations of a lecture (i.e., the teacher
dominates the discussion while the students While many educators warn against the
are only seen as passive recipients of use of direct instruction strategies, lecture-
information) and recitation (i.e., a fast-paced discussion is beneficial if used in moderation.
interaction between teacher and students First, it is easy to implement and can be
where teachers ask mostly knowledge-level applied in almost all content areas in social
questions). studies. Its greatest strength lies in its
efficiency in imparting information since
The lecture-discussion strategy is teachers transfer the same amount of
founded on the cognitive theory of education knowledge to all students in the classroom
which believes that students internally organize within a short period. Also, the structured
and process the information they receive, thus content and the allotted time for
making them active participants in the learning comprehension monitoring aid in mastery of
process. Under this strategy, students explore learning which can, in turn, improve student
ideas and concepts, develop lower-order and achievement. Lastly, by utilizing a wide range
higher-order thinking skills, engage in problem- of questioning, the teacher engages students
solving and group decision-making, and in different ways of thinking- from concrete to
develop informed opinions based on evidence abstract, from convergent to divergent, and
(Wilen, 2004; Engles and Ochoa, as cited in from lower-order to critical and creative
Larson,2000). The lecture-discussion strategy thinking skills.
is applicable in many content areas in social
studies, particularly in explaining new Tips
concepts, ideas, phenomena, and historical 1. Plan the lesson in detail and practice
events. your presentation. Vocal delivery is very
Steps important in lecture-discussion. It will be helpful
if you plot your questions and plan how to
The lecture-discussion strategy is done explain concepts that will be easily understood
by following these four basic steps: by students.
1. Introduction. The teacher begins the 2. Be brief in the presentation of the
lesson by providing a motivational lesson. Elementary students have short
attention spans. If possible, insert activities that revolving around existing schema. The schema
will capture their· attention from time to time. already contained a certain knowledge and,
therefore, arranged in a new schematic
3. Use a questioning script to develop
framework that makes information easier to
your questions. A questioning script is a basic
comprehend and remember. Ausubel's
set of questions constructed to guide students
theories support learner engagement while
from lower level to higher levels of thinking.
learning, most importantly the processing of
You may refer to Bloom's Taxonomy of the
new information for meaning construction and
Cognitive Domain or the Taba I and Taba II
longer retention (Marzano, 2007).
approach as a guide in developing this. Also,
avoid questions that are ambiguous, biased, Graphic organizers provide a visual
and answerable only by yes or no. representation in developing and summarizing
student's learning components. They help
4. To increase the effectiveness of
structure disjointed information by creating
delivery, use numerous concrete examples,
patterns that represent the interconnectedness
media, and graphic/visual organizers (e.g.,
of ideas (Tacaiochta &Leibheal,2008). These
concept map, semantic web, Venn diagram).
facilitate effective learning by enabling the
5. Pause occasionally after giving learners to see information in a pattern that
questions. Provide ample thinking time and uses labels. The main function of graphic
rephrase questions if students do not provide organizers is to present information in precise
answers. ways, to highlight relationships and the
organization of concepts.
6. Lecture-discussion works best if used
in moderation and if integrated with other Why Use Graphic Organizers?
strategies. Using this as your everyday
1. It facilitates critical and creative
strategy may lead to a boring class.
thinking. Graphic organizers allow the learners
to focus only on the highlighted essential
components. It enables them to find necessary
USING GRAPHIC ORGANIZER connections that could unveil answers to
Learning is a painful process, as we say problems and issues in daily living.
in the field of academe. Learners have to face 2. It organizes information. The human
complex ideas and demanding tasks for them mind is designed to store information using a
to achieve their goals and ambitions in life. series of networks. As we live day by day, we
Learning how to effectively think is the key to encounter various experiences which
this issue and, believe it or not, there are contribute to what we know. Graphic
possible ways to lighten up the burden of organizers allow us to organize and evaluate
learning. While some of the concepts that we the existing and new knowledge that we
know may be forgotten, our capacity to learn is encounter.
constant. Therefore, we must find effective
learning strategies for us to acquire the 3. It shows relationships. One good
necessary information and apply it in real life. relationship example that is always used is the
broad-to-specific relationship. It is sometimes
The breakthrough of the graphic called as part-part-whole relationship which
organizer happened in the 1960s when identifies the number and its components.
Ausubel (1963) theorized how new concepts
become facilitating factors that influence 4. It allows self-directed learning. The
learning. He purported that the brain organizes good thing about graphic organizers is that it
and stores information in a systematic manner, can be used for independent learning among
the learners. This is because itis much easier
for the learners to grasp information and see social studies education. It boosts active
connections. participation and maximizes teaching and
learning. Having seen the same importance,
5. It encourages interaction. This form of
Gallavan and Kottler (2007) discussed it
teaching strategy literally engages the learners
according to the purposes of learning.
to participate in class activities. Since they
appreciate its visual nature, the motivation to 1. Assume and anticipate.
learn comes next.
This form of graphic organizer is best for
6. It is a form of assessment. Teachers formative assessment where teachers evaluate
can assess learning both before and after the the schema of the learners on a certain topic.
discussion. It could be both done in formative This could be done in a form of opinion-
and summative assessments. seeking activity where the teachers introduce a
topic or issue that learners have to answer. As
How to Use Graphic Organizers
the discussion unfolds, the teachers and
Teachers are faced with various learners return to their answers for validation.
dilemmas in planning and implementing their The most common example here is the “What
lessons. As mentioned earlier, the use of you know, what you Want to know, and what
graphic organizers in the instruction reveals you Learned (KWL).
many positive outcomes. However, it is not
(Naa ni picture pangitaa sa gc)
easy to do so. To transform the instruction to
the next level, the following procedures are 2. Position and Pattern.
recommended (Curriculum Development
This type of graphic organizer helps
Institute, HK,2001).
teachers and students see the relationship of a
1. Familiarize yourself with different types concept with another, particularly in
of graphic organizers. chronological order, and how the pattern
2. Explain to students what graphic occurs and reoccurs in different contexts and
organizers are and why they are useful events. Learners can visualize cause and
in learning effect by placing words or pictures in a
3. Present the specific graphic organizer sequence presented as a chain or timeline.
for a topic. Point out its subject and
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organizational framework
4. Use examples to illustrate the use of 3. Group and Organize.
some graphic organizers These organizers help teachers and
students understand that several ideas or parts
5. Assign the graphic organizer as an
are related to a single category. These can
individual, paired, or group activity also show a central concept and its
corresponding attributes. It can be shown in
6. Review students' work. Generate
different shapes and forms.
classroom discussion on the effective use of
graphic organizers (Naa ni picture pangitaa sa gc)
4. Compare and Contrast.
Eight Types of Graphic Organizers for These diagrams are used to identify the
Social Studies similarities and differences between and
among concepts. It allows the learners to see
The use of graphic organizers inside the
what characteristics are shared and exclusive
classroom is relevant in promoting effective
to the concepts that are being compared
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5. Relate and Reason. INQUIRY – based TEACHING

The idea behind this type of graphic STRATEGY
organizer revolves around the use of inductive
One of the major goals of social studies in
and deductive thinking patterns. It shows
the Philippines is the development of critical
whether a concept is part of a whole or the
thinking. Having this in mind, Teacher Kevin
total of its parts. Inductive thinking mainly
reflected on how he has been able to develop
shares pieces of evidence in support of big
this skill among his learners. He thought that to
ideas, whereas inductive thinking provides
develop critical thinking, his learners must be
evidence for underlying concepts or topics.
able to use their analytical and problem-solving
(Naa ni picture pangitaa sa gc) skills. Hence, the solution to his problem is the
use of questions inside the classroom. Upon
6. Identify and Imagine.
implementing essential questions in class, he
These organizers use various shapes and noticed that his learners became more
forms to visually represent several concepts or attentive than ever. Since then, he used
pieces of information. It allows the students to question and answer as a strategy to ensure
see connections and analyze relationships that his learners are attentive.
among concepts. The most common example
The question or inquiry is a strategy that
of this is the concept map.
social studies teachers can use to elicit the
(Naa ni picture pangitaa sa gc) desired responses among the learners.
However, not all teachers can effectively
7. Estimate and Evaluate. facilitate such instructional techniques. To do
This type of organizer shows how to so, teachers must know how to make and
evaluate and explain concepts through visual throw relevant questions to facilitate
perspectives. An example is a pie graph discussions. In this lesson, you will learn the
whereon can assume that the component art of questioning by discussing its types and
which has the largest portion is the most usages.
frequently used or picked. Inquiry is defined as the process of looking
(Naa ni picture pangitaa sa gc) and creating information or knowledge by
means of questions. Inquiry is a huge part of
8.Combine and Create. our community. From birth to adulthood, we
Among others, these organizers allow both observe, recognize things or events, and from
teachers and students to construct their own here, we create questions that need to be
representations. These can be a combination answered. The process of inquiring begins with
of two or more previously mentioned the assembly. of information and data by
organizers. They give the teachers and applying the human senses such as seeing,
students the freedom to choose organizers that hearing, touching, tasting, and smelling
will represent what they have in mind. (Kumari, Arora, & Tiwari, Shruti, 2016). In the
field of social studies education, the
(Naa ni picture pangitaa sa gc) importance of inquiry has been overlooked by
many. Teachers tend to use differentiated
instruction that sometimes is not relevant to the
competencies being harnessed. Moreover, communicate, and assess answers coming
once adopted as a strategy, teachers from their interests.
sometimes strictly rely on the procedure’s
2. It helps the learners acquire and process
steps leaving the lid as a sure let of
ideas in a logical way.
questioning at stake.
3. It encourages intelligent responses which
In 1999,White,Shimoda and Frederiksen
can be practiced to discover why issues are
developed an instructional theory that enabled
occurring.
scientific inquiry as part of instruction among a
widespread variety of learners, including new To fully understand the strategy, here is the
ones and slow learners. They postulated that inquiry process.
quality education could be achieved by
allowing the learners to understand
metacognition. This could be done by (Naa ni picture pangitaa sa gc)
constructing an instructional methodology that
develops the students' metacognitive
knowledge and skills following the process of: In this model, the roles of teachers as
a. Scaffold Inquiry. Teachers should guide facilitators are highlighted. It is their
the learners in attaining the goals of any responsibility to let the learners identify the
discussion. Hence, they must be aware of problem situation, judge the inquiry events, and
several techniques that could allow them to reply to learners' inquiry to augment learning. It
surface the learners' knowledge and skills. supports the learners in establishing the
importance of their inquiry. It also simplifies the
b. Reflection. The spontaneity of the conversation of the problematic situation
discussion depends on the capacity of the among the learners because the responses are
teachers to direct and guide the learners. The generated by them. Hence, they will be able to
most important point is for learners to reason find connections starting from the questions
out their mind and try to assess both sides of about the topic being discussed.
any situation that will lead to a generalization.
Questioning Techniques
c. Generalization. This is the optimum part
of the process wherein the learners have The art of questioning is the most important
created their own beliefs and communicated aspect in this strategy. The teachers must be
their disposition. Take note that in social well-exposed to various ways of posting
studies, teachers must know how to divert and questions to students. Having known the
process misleading ideas because it may different questioning techniques, teachers are
break their motivation and self-esteem. assured of the success of their inquiry.
Gershon (2014) identified the different
Inquiry-based learning is grounded on questioning techniques that social studies
rational strategies used to motivate learners to teachers can use:
generate responses through the queries
regarding issues/events. The learners are seen a. Might question. What might history be?
as active participants in the teaching process. What might be the answer to that social issue?
It helps learners to enhance their intellectual This question does not limit the possible
capacity through the significance of scientific responses among the learners. But rather, it
queries. Some of the benefits of inquiry-based opens up a range of possible responses that
teaching are as follows: allows learners to reason out. Their answers
may not be correct but their explanation might
1. Inquiry is dedicated to nurturing the put all things right. Including the word might
schema of learners essential to create, signals the learners that they need to use
critical thinking to create arguments relevant to  Stingray questions. These questions
the question/s. lead to a sudden change in the course
of questions. Sometimes, this is
b. What if question. What if there is an
associated to the drift in the situation.
earthquake; what shall we do? what if you
-You said that love is the answer; will
became the mayor; what programs shall you
love change the situation of the poor?
implement? These kinds of questions bring out
- Imagine that poverty is not applicable
the creativity, speculation, and rationality
to your case; would you still pursue
among the learners. It allows the learners to
your career as an artist?
think in a totally different perspective that is
 Midwife questions. From the name
usually grounded on what they believe in. It
itself, these questions are used to elicit
could be a great way to assess the learners
new ideas to the learners.
formatively because it allows them to answer
-That is a very good point. Can you
based from the learnings they had.
elaborate it further?
C. Different roles question. You are the -How might that idea change the lives of
judge; will you give your verdict in favorite Filipinos?
suspect? You are a teacher and you are - What made you say that idea?
 Ignoramus questions. In here, teachers
expected to guide your learners. If there is a
play dumb for them to elicit responses
naughty pupil, will you spank him/her? This
among the learners.
type of question allows the learners to have a - I don't understand. Can you further
glimpse of possible roles they might portray in explain it to me?
the real-world. This strategy is a nice So, do you mean that...?
representation of the outside world and gives - What does your answer mean?
the learners the chance to evaluate
By learning to address inquiries, learners
themselves.
can appreciate problem-solving and critical
d. Socratic questioning. This questioning thinking. Hence, there is a need for social studies
style combines all the aforementioned form of teachers to learn how to properly use questioning
questioning. Socrates has been known in skills to fully attain the goals of social studies
education in the Philippines.
history as the master of incessant questioning
to achieve wisdom. Throughout his life, he
spent so much time asking people questions
for the purpose of revealing falsehoods. CASE STUDY
Scholars divided Socrates' questions into four The case study is a structured, learner-
types: centered strategy that explores complex and
 Gadfly questions. These allow value-laden issues through problem-solving
teachers to ask several questions to and decision-making. In this strategy, students
push the learners to answer questions. are tasked to analyze one or more cases and
-What are the elections all about? propose workable solutions. Cases are defined
- How important is it for people to by Kowalski, Weaver, and Henson (1994) as
participate in the elections? general narrative descriptions of situations and
-. What if people were not incidents. In social studies, a case can be
allowed to vote? What will anything from an actual or fictional event, a
happen? concrete or abstract issue, or a historical or
- When you reach the legal age, current phenomenon. Based on the content,
will you practice your right to case studies can be classified into the
vote? following:
1. Live case studies. These are. Often based on 2. Discussion. Students are given sufficient
an ongoing event where students and real-world time to analyze the given case and come up with
actors are simultaneously examining issues and solutions. This may be effectively done by dividing
arriving at solutions. Possible sources are current the class into smaller groups. Afterward, solutions
news reports and court cases. An example is the are presented to the class.
proposed shift of the Philippines from unitary toa
3. Debriefing. The teacher stresses and
federal form of government.
clarifies social studies concepts and relates these
2. Historical case studies. These are largely to students' analysis and solutions.
based on historical events and can be depicted as
fiction or nonfiction. An example is the trial of
Andres Bonifacio in Cavite. Advantages
3. Economics case studies. These are focused The use of case studies in social studies
on economic issues that can be drawn from has a number of advantages for students. Because
student's experiences or from international or it is a learner-centered pedagogy, students are
national matters. An example of this is the family empowered as active agents in the learning
budget of a minimum wageworker. process instead of passive receptors of information.
They have to come up with their own interpretations
4.Social issues case studies. These are based on
and solutions instead of relying on the teacher's
problems and concerns that affect society. In
generalizations. Moreover, they are given a
essence, live case studies and economic case
platform to provide answers to issues that real-
studies can also be considered under this
world decision-makers are dealing with. Also, the
classification. An example is overpopulation in the
case studies strategy promotes a wide range of
National Capital Region.
21st century skills. It develops the learner's critical
5. Student-developed case studies. In this type, and creative thinking skills through problem-solving
students are asked to come up with case studies and decision-making. Furthermore, their
based on their own experiences and observations. communication, collaboration, and conflict
This will encourage students to be more involved resolution skills are further developed because they
since they are primarily affected by the issue. An are required to discuss and negotiate their
example of this is the high prices of goods in the proposed solutions with their peers.
school canteen.
Tips
Due to its goal of developing students'
1. Choose cases that are complex to
problem-solving and decision-making skills, the
provide a challenge. Refrain from selecting those
case study strategy is often linked to problem-
that have easy and obvious solutions.
based learning. This philosophical tradition can be
traced back to Dewey's (1916) progressive belief 2.Emphasize to students that the process is
that teachers should always tap students' natural as important as the product. Communication is
instincts to investigate and create. In the 1980s, important, and they should ensure that the idea of
Barrows and Tamblyn eventually coined the term each person is valued.
problem-based learning to refer to learning that
results from the process of working toward the 3. Use graphic organizers to structure the
understanding or resolution of a problem. discussion. You can use the Means-End Analysis
(MEA) to guide students' thinking processes and
Steps the Solutions Examination to weigh their solutions.
There are three basic steps in implementing Goal/End State
the case study strategy in the social studies
classroom: Current State
1. Briefing. The teacher gives a brief Considerations or
background about the case. Aside from verbal
instruction, he/she can use video, picture, story, Important Information
and other forms of print media and multimedia.
 (Naa ni picture pangitaa sa gc)
Necessary Steps/

Things to Do
In The Jigsaw Classroom, Social
Materials Needed Psychology Network & Aronson (n.d.)
outlined10 steps in implementing this strategy:
The Plan
1. Divide students into five- or six-
person home groups. Members should be
diverse in terms of gender, ability, and ethnicity
(if applicable).

Figure 2 2. Appoint a leader for each home

group.
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3. Divide the day's lesson into five to six
segments.
JIGSAW 4. Assign each student in the home
group to learn one segment.
Jigsaw is a cooperative learning
strategy developed by Elliot Aronson and his 5. Give students enough time to
colleagues in 1971. Created as a response to comprehend and master their assigned
the racial desegregation in the 1970s, it was segment.
first implemented by educators and
6. Form temporary expert groups by
psychologists in schools in Austin, Texas to
instructing students with the same segments to
reduce tensions among the white, Hispanic,
sit together. Give them enough time to discuss
and African-American students. The main
the main points, clarify questions, and rehearse
objective was to encourage students to
the presentations they will make to their home
cooperate and work together and, at the same
group.
time, break down interpersonal barriers. The
strategy successfully worked then, and today; it 7. After the given time, bring students
is still being utilized by teachers as a popular back to their home groups.
instructional method in different subject areas.
8. Ask each member to present his or
As a cooperative learning strategy, her segment to the group. The leader should
Jigsaw was founded on Vygotsky's Social encourage the flow of discussion and the
Constructivism Theory which suggests that asking of questions.
children develop knowledge through social
interaction. The strategy was given such a 9. The teacher should roam around the
name because the process resembles a jigsaw classroom and observe the process. Make
puzzle. Different parts of the lesson, compared appropriate interventions for groups
to puzzle pieces, are distributed among experiencing difficulties.
students, and they have to communicate and 10. At the end of the session, give a
work together to arrive at the complete quiz to assess student learning.
information. Jigsaw is very much applicable in
many social studies lessons, particularly those This is the original Jigsaw strategy that
with content that can be broken down for was developed by Aronson and his colleagues.
different groups to analyze. Later on, different versions of the strategy were
advanced by other educators. Thus Jigsaw II,
Jigsaw III, and Jigsaw IV were born, which
varied the mode of grading and inserted some
steps such as group review and rè-teaching in
PANEL DISCUSSION
the process.
Advantages
The panel discussion is a method that
The Jigsaw strategy is preferred by encourages the exchange of ideas that allows the
many educators because it has many benefits panel members and the audience to discuss a
in the classroom. A study conducted by Hanze particular topic. It is often used to shed light on
and Berger (2007) showed that, after issues regarding politics, community, and academic
implementing Jigsaw, students demonstrated topic contents. The panel discussion can also be
increased feelings of autonomy and intrinsic used inside the classroom as a performance task.
motivation. It promotes personal accountability The pupils are asked to be experts in various fields
of learning since students are required to such as a teacher, guidance councilor, politician,
master their segments independently and doctor, engineer, etc. They assume the roles of
whoever they portray and explicate topics in their
eventually share it with their groupmates. It
own context. The teacher, on the other hand,
also encourages group collaboration, with stands as a moderator who facilitates the flow of
students knowing that their information and ideas among the learners. In the long run, the
understanding will not be complete without moderator can ask several questions and can
working and communicating with their peers. summarize the points made by the panelists.
Moreover, Jigsaw instills a sense of ownership
Social studies education in the Philippines is
in learning, especially with the teacher acting
grounded on the theory of constructivism. The
as a mere facilitator instead of a direct
panel discussion has the underpinnings of the
transmitter of knowledge. constructivist classroom climate. However,
Tips constructivist classroom is more than the teaching
strategies implemented by the teacher; it is more of
1. Emphasize that each member has a creating relationships between learners, teachers,
valuable contribution to the group. This will and concepts (Windschitl,1999).Thus, when
minimize the chances of smart students properly implemented, it can be a valuable teaching
dominating the discussion while less-able strategy that can produce several advantages in
students talk less. You can also rotate the social studies education.
leadership so that. all students will be given the To further understand how a panel
opportunity to lead the discussion. discussion works inside the classroom,
Kamen’s(2014) identified the following guidelines:
2. Ensure that the given materials are of
equal length and difficulty so that they can be How to conduct a panel discussion?
mastered by all students within the given time  The teacher will act as the moderator. The
limit. If this is not possible, assign the materials learners will act as subject area experts;
based on students' abilities. however, the moderator is not a panelist.
Hence, he/she will play adifferent role so
3. In some cases, teachers skip the
his/her ability to oversee the flow of
formation of expert groups, believing that
discussion is important.
individually mastering the segment is enough.  Group the learners depending on the
However, the expert group is helpful especially number of students. It should not exceed
in clarifying points which some students might seven members.
find difficult to understand. So as much as  The moderator and members should create
possible, allow sufficient time for InterAction a list of interview questions.
among expert groups to ensure rich and deep  During the pre-event interviews, the
discussions among students. moderator should take good notes and
 discover interesting stories and opinions  Give the audience members a chance to
that each panelist can give. participate.
 The moderator, after the simple interview,
Timing is Everything
will then develop a final list of questions for
the actual panel discussion. Note: The idea  No more than 40 minutes for the panel
is to ask questions to bring out interesting discussion, leaving 20 minutes for audience
stories with spontaneity. questions (30 if the discussion is lively) is
the rule. However, because of the number
Room Set-up and Logistics
of groups to be accommodated, the time
 To have a lively discussion, slides can be cut short.
should not be used to replace  To ensure audience participation, the
discussions. teacher-moderator can give questions to
 Don't put your panelists behind a table. some audience members ahead of time.
It creates a formal notion and adds  In case the audience members want to take
distance that prevents good interaction over, it is the role of the moderator to keep
between the panelists and the them in their seats and ensure the smooth
audience. flow of the activity.
 The best set-up is for the panel
discussion to be in a slight semi-circle
on comfortable chairs with the
moderator sitting in the middle.
 Place the exact number of seats for the
expected panelists. This gets people to
sit close to the front so that the
interactions can be better.
 Have a good microphone system ready.
The Moderator Takes Control

 It is the moderator's job to prevent anyone

from disrupting the discussion. The
moderator must actively focus to keep
things moving and to prevent any panelist or
audience member for any disruptions.
 The moderator should introduce the
panelists and the topics to be discussed.
 The moderator asks questions, calling on
one or two panelists for each question. In
this way, the discussion will be kept moving.
Don't allow all the panelists to answer a
question simultaneously. Know when to
move on to the next topic.
 To ensure spontaneity, a moderator should
be prepared with different sets of questions.
Be a moderator who knows how to easily
communicate questions.
 Make the discussion interactive by polling
the audience with a few questions. Who is
out there? What do they do? Find out their
areas of interest and list some, and ask
people to raise hands in response