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MODULE 1: LEARNING PLAN IN THE CONTEXT

OF THE 21st CENTURY

Introduction

According to proponents, schools must educate kids 21st century skills

including teamwork, digital literacy, critical thinking, and problem solving if they
are to succeed in today's society (Rich, 2010). Barry (2010) claims that 21st
century learning entails pupils mastering subject matter while producing,
synthesizing, and analyzing knowledge from a wide range of topic areas and
sources while having an appreciation for and understanding of many cultural
backgrounds. Along with the three Cs of creativity, communication, and
collaboration, students also display the three Rs of reading, writing, and
mathematics. They exhibit civic responsibility and digital literacy.

K to 12 Curriculum was implemented to grapple with the fast paced

demands of increasingly globalized environment and the ever changing needs
of the society. The K–12 Curriculum was introduced The K to 12 program
includes kindergarten and 12 years of basic education (six years of elementary
education, four years of junior high school, and two years in senior high school)
in order to give students enough time to master concepts and skills, foster
lifelong learners, and prepare graduates for tertiary education, middle level skill
development, and entrepreneurship.

The educational revolution brought about by technology has altered the

learning environment. The targeted learning objectives are more readily
attained by students and teachers. This module focuses on organizing the
technologies that will be used by pre-service and in-service teachers to create
lessons for teaching the seven major social studies disciplines. Since Social
Studies lectures and courses are regarded for being dull to students,
technology is intended to help change this view by introducing innovative ways
to teach the subject. Technology will help students connect with the material,
which will make class discussions more interesting.
In light of the K–12 curriculum framework, this module aims to help pre-
teachers understand the role of technology in teaching and learning social
studies. It also integrates ICTs to create effective learning materials for social
studies instruction, reviews and improves current lesson plans, and encourages
discussion about digital citizenship and how it relates to the development of
21st century skills in students.
Lesson I: The K To 12 Curriculum Framework

Intended Learning Outcome

 Discuss the salient features of the K to 12 curriculum requiring ICT-

pedagogy integration skills.
 Analyze the learning competencies of every year level according to the field
of Social Studies.
 Review some units in the curriculum guide with focuses on the development
of the 21st century skills.

“Who am I?”

Direction: As a future teacher of the 21st century learners you have to catch
your student’s attention by using colorful and interesting presentation of
information.

1. Introduce yourself in the class by creating a slideshow presentation of your

profile, have it printed and attach it to the box provided below.(Your slide should
contain the following information; Name, age, gender, recent picture of yourself,
address, hobbies, and interest)

2. Recall how your teachers in Araling Panlipunan used information and

communication technologies to make you understand some concepts in
your lessons. Using the curriculum guide pick 1 lesson that you find
extremely uninteresting (boring) topic in Araling Panlipunan back in high
school, make an example on how will you make it interesting by using the
ICT tools you learned in TTL1 to teach the 21st learner needs. Write your
answer in the box below.
This is who I am…

My own innovation of teaching Araling Panlipunan.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Direction: Answer the following questions.

1. How did you find the activity?

3. Based on the presentation you created, do you think learning is more

effective with the use of ICT tools? Why?

While technology has always existed as non-digital technology, the current

digital technology has generated a 360 degree tilt in the way of learning and
instruction to meet the needs of the 21st century student. If there is one thing
that has transformed the world so quickly, it is TECHNOLOGY. The
establishment of the Department of Education's K–12 Curriculum opened the
door for improvements to the Commission on Higher Education's (CHED)
Teacher Education Curriculum. To guarantee that all courses in the teacher
education program will match the requirements of the 21st century classrooms,
the key components of the k–12 Curriculum have been carefully taken into
account. One of the things to take into account is the requirement to apply the
curriculum's key components by using technology into teaching and learning.
Technology is used at various learning levels and when teaching different fields
of specialization..
https://www.deped.gov.ph/2022/05/10/deped-highlights-digital-rise-program-as-key-player-in-addressing-
challenges-in-education-quality/

The Department of Education (DepEd), through the Information and

Communications Technology Service (ICTS), reported the milestones of its
Digital Rise Program during the 2022 World Book and Copyright Day
Celebration. The DepEd is committed to addressing the challenges in digital
learning and education technology.

The most important lesson from the last year, according to Education Secretary
Leonor Magtolis Briones, is that we must be ready, adaptable, and tech-savvy.
We have learned a lot from the pandemic and have come a long way.The Digital
Rise Program, spearheaded by Undersecretary for Administration Alain Del
Pascua through the directives of Secretary Briones, is an educational
framework that anchors to the infrastructure, software, and capacity building of
learners and teachers in technology.

The report given by ICTS Director Abram Y.C. Abanil outlines three main parts
of the Digital Rise Program. The K–12 curriculum is revised to include
productivity tools including word processing, spreadsheets, and presentations
for Grades 4–6 as part of the first of these components, Digital Literacy.
Basic programming skills will be covered in the seventh grade, while multimedia
ideas, with a concentration on video editing and graphics design, will be
covered in the eighth through tenth grades. Last but not least, pupils in senior
high school are given occupational skills including computer repair, technical
drawing, and internet installation.

DepEd seeks to empower instructors with the tools, software, and abilities they
need for their regular classroom instruction through its second component, the
ICT Assisted Teaching. The program also plans to equip every instructor and
classroom with laptops, smart TVs, and lapel speakers.

Last but not least, the program's ICT Assisted Learning for Learners component
seeks to provide access and adaptability through synchronous blended
learning and the DepEd Learning Management System (DLMS)..

In addition, the Department provided laptops and tablets to learners and

teachers and the continuation of the DepEd Computerization Program via the
Public Education Network.

Additionally, the Department collaborated with Google and Microsoft to

regularly offer software to its stakeholders. A few of the venues where students
and teachers can access DepEd materials including the self-learning modules,
DepEd TV, and DepEd Radio programs are the DepEd Commons, Learning
Resources Portal, and the DLMS.

The Undersecretary for Curriculum and Instruction Diosdado San Antonio said,
"I hope that this virtual discussion enlightened our fellow teachers and fellow
education leaders in learning how else we can provide better educational
experiences for the youngsters of the Philippines who need to become
competent 21st-century citizens.

1. Strengthening Early Childhood Education (Universal Kindergarten)

With the Universal Kindergarten Program of the Department, every Filipino child
is expected to have access to early childhood education. This access can be
facilitated by using technological tools that are readily available to the school
and for the teachers to use.

The use of technology in kindergarten by various school is very evident in

teaching them the alphabet, numbers shapes and colors through games, songs
and dances in their Mother Tongue.

7 Ways to use Technology in Preschool

1. You can allow young children to freely explore touch screens that have
developmentally appropriate interactive media.
2. Provide opportunities for young children to explore and feel comfortable
using the mouse and keyboard.
3. Another option for you to use technology in preschool is to use capture
photos of block buildings or artwork that the young children have created.
4. Always make sure that you celebrate their accomplishments using digital
technology in early childhood education.
5. Don't forget about using assistive technology in preschool classrooms.
6. Use your smartphone or tablet computer to record children's stories
about their drawings or play.
7. Finally, when planning to use technology in preschool learning activities
you can explore digital storytelling with children. Imagine the potential of
technology in early childhood to co-create digital books with them.

2. Making the Curriculum Relevant to Learners (Contextualization and

Enhancement)

Research shows that learners will value a curriculum that is relevant to their
world. Students are often heard saying;

 Do I need to know this to live a meaningful life?

 How will I use this lesson in the actual workplace?
 What is the relevance of this to me?

To answer to the question of relevance is vital to help the teacher think

of some way by which will be able to make their students realize that their daily
lesson are of good use to their personal well-being and to their professional
preparation.

Sara Bernard (2010) stressed that students needs to have personal connection
to a lesson material; which can be done through engaging them emotionally or
through connecting them to information that they already know. This she calls
as “Give it Context, and Make it Count.”

Briggs (2014) shared some few tips for making learning engaging and
personally relevant as cited by Willis, Faeth, and Immordino Yang:

 Use Suspense and keep it fresh – Drop hints about new learning unit
before you reveal what it might be, leave gasping pauses in your speech,
change sitting arrangements and put up new and relevant posters or displays;
all this can activate emotional signals and keep student interest piqued.
 Make it student-directed – Give students a choice of assignments on
a particular topic or ask them to design one of their own. “When students are
involved in designing the lesson, they understand better the goal of the lesson
and become more emotionally invested in and attached to the learning
outcomes.”
 Connect lesson to their lives and what they already know – Taking
time to brainstorm about what students already know and what would like to
learn about the topic helps them to create goals. This also helps the teachers
see the best points of departure of new ideas. Making cross curricular
connections also helps solidify those neutral loops.
 Provide utility value – Utility value provides relevance first by telling
students that content is important to their future goals and by showing and
explaining how the content fits into their plans for their future or their future
work. This helps students realize that the content is not just interesting but also
worth knowing
 Build relatedness – relatedness answers the questions, “What has this
have to do with me?” It is an inherent needs that students have to feel close to
the significant people in their lives, including teachers. Relatedness is seen by
many as having non-academic and academic sides.
Technology can be used to implement the suggestions made by many experts
and to help students see the value of their education. For them to succeed in
the world, 21st century learners must display 21st century competences like
teamwork, digital literacy, critical thinking, and problem solving (Rich, 2010).
For students to learn meaningfully, the curriculum must be contextualized. This
presents difficulties for improving not just pedagogical but also technology
skills.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

Technology should be used to its fullest potential in order to support and instruct
in the child's prevailing language. The (Mother-tongue based Multilingual
Education) MTB-MLE program is currently being adequately implemented by
many instructors and schools, in part because there is a lack of printed and
electronic materials in the students' mother tongues. Other learning domains
use mother tongue in their instruction and learning resources. The students
continue to identify with their ethnicity, culture, tradition, and values. When
taught in the language they already know, children learn more effectively, are
more engaged in class, and pick up a second language even more quickly.

the significance and applicability of information and communication technology

(ICT) to education in general and to learning them. It investigates the impact of
mother tongue on the outcomes of globalization and second language
acquisition. It is explained how languages are disappearing and how to
preserve them with an emphasis on ICT. Particular focus is given on NatiV, an
Android app that teaches young children the basics of reading in the
Zimbabwean language chiShona. This lays the groundwork for later language
learning. The interface offered by NatiV for language instruction is explained,
with the observation that it does in fact realize the claims made in the Universal
Declaration of Linguistic Rights.

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

TPACK (Technological, Pedagogical and Content Knowledge) is required for

learning fundamental concepts that lead to more advanced and sophisticated
versions of the general notions. If all areas of expertise are supported by
technologies for teaching and learning, students will be completely supported
in rediscovering topics as they advance in their grade level. As information is
reviewed and reinforced repeatedly, it will further build retention and improve
mastery of topics and abilities. Additionally, this enables students to learn
concepts and abilities pertinent to their cognitive and developmental abilities.

5. Gearing Up for the Future

By coordinating the core and applied courses with the new General Education
(GE) Curriculum and the College Readiness Standard (CRS), the K–12
Curriculum guarantees students are prepared for college. As a result, the K–12
Curriculum placed a strong emphasis on creating specialization subjects that
were fit for the academic, athletic, artistic, and technical vocational livelihood
tracks. For improved learning, all of these specializations need to be supported
by education.

Advice for Selecting the Best SHS Tracks or Strands

Make careful to do your homework before selecting the desired track or strands.
Look into average wage offers and prospective career and employment options.
You should be able to use it to begin imagining what you want to achieve and,
as a result, choose the best path to launch your career.

Next, think about yourself. Examine your talents, weaknesses, interests, and
skills to help you have a rewarding academic experience and, ultimately, a
prosperous career. Additionally, seek assistance from seniors, family members,
and school guidance counselors. People who have traveled that route before
can assist you in weighing the benefits and drawbacks of a particular track or
strand.

Finally, participate in online orientations hosted by different schools. The Senior

High School department at Mapa Malayan Colleges Mindanao hosts regular
virtual orientations that cover the value of enrolling in SHS, the SHS curriculum,
and the possible career prospects for each strand. Watch the school principal's
virtual orientation for the Mapa MCM Senior High School in this video.
In conclusion, MapoaMCM's aim for its Senior High School students is to
support you in pursuing your passions and launching your future careers
through your selected Senior High School strand. Consider your objectives,
driving forces, and strengths before enrolling in ABM, Arts & Design, HUMSS,
ICT-Animation, ICT-Programming, or STEM. Additionally, pick a school that is
prepared to cultivate your gifts and potentials while also offering you a creative
and inventive environment.

6. Nurturing the Holistically Developed Filipino (College and

Livelihood Readiness, 21st Century Skills)

Every K to 12 graduate is intended to be prepared to step into many avenues,

be it further education, job, or business, to nurture a holistically developed
Filipino. Every graduate should possess knowledge of information, media, and
technology as well as knowledge of learning and innovation, effective
communication, and life and job skills. This might occur with the aid of good
teachers and with the right application of the curriculum. Teachers require
complete support, one of which is technology support, in order to sustain high
performance.

The "holistically developed Filipino" is the focus of Philippine education, and

there is a need to examine how 21st century skills have been included into the
curriculum. Because of this, the Analysis of 21st Century Skills Integration
Program, created and directed by the Australian Council for Educational
Research (ACER) and financed by UNICEF, seeks to assist the Philippines in
developing a plan for the evaluation, teaching, and acquisition of 21st century
skills. The necessity to concentrate on assisting students in developing a wide
range of competencies—which refers to the information, skills, values, and
attitudes that are essential to life in the 21st century—has been accepted on a
global scale. This initiative will also help in the search for more integration
options. Basically, this entails figuring out not just what is being done now but
also what can be done and what can be accomplished with the addition of more
resources.

The project's three main objectives are:

1. To determine the best practices for using assessments at the classroom level
and teaching methods for 21st century skills to enhance learning.

2. to increase local capacity to comprehend, recognize, and watch the

classroom-level competencies.

3. to provide a strategic road map outlining the best way for the nation to
participate in initiatives for 21st century skills.

“Quotable Quotes”

Direction: Using the given rubrics as a guide, make a quotation that tells the
importance and relevance of integrating ICT tools to the K to 12 Curriculum.
Write it in the provided box below
Scoring Rubrics
Features Percentage
Content 50%
Organization of ideas 30%
Grammar, usage and mechanics 20%
Total 100%

Direction: Below are the questions that will test your knowledge of the
study of places and landscape, encircle the letter that best describe them.

1. Today’s Economy requires graduate and professional who can keep up

with the fast-Paced demand of technological advancements. Which core
competency an individual should embody to fit with the 21st Century Skills?
A. A person should have Collaboration, Digital Literacy, Multi-cultural
Literacy, and Critical Thinking.
B. A person should have Partnership, Digital Literacy, Financial Literacy,
and Critical Thinking.
C. A person should have Collaboration, Digital Literacy, Critical Thinking,
and Problem-solving.
D. A person should have Partnership, Financial Literacy, Critical Thinking,
and Problem-solving

2. Briggs (2014) shared some tips for making learning engaging and
personally relevant. Which statement given below is not stated by Briggs?
A. Use suspense and keep it fresh, provide hints about new learning unit
before you reveal the topic.
B. Use student’s personal experience, ask them their own opinion and
knowledge about the specific lesson and use it to discuss the topic.
C. Build relatedness, lesson should answers the questions, “What has this
have to do with me?” It is an inherent needs that students have to feel close to
the significant people in their lives.
D. Make it student-directed, give students a choice of assignments on a
particular topic or ask them to design one of their own.

3. One of the Salient feature of the K to 12 curriculum is the Universal

Kindergarten, the following are given ways on how to use technology in
preschool except _____.
A. Allowing young children to freely explore touchscreens that have all the
information available in the web.
B. Use technology in preschool is to use capture photos of block buildings
or artwork that the young children have created.
C. Use your smartphone or tablet computer to record children's stories
about their drawings or play.
D. Provide opportunities for young children to explore and feel comfortable
using the mouse and keyboard.

4. “Give it context, and make it count” what best explains Sara Bernard’s
statement?
A. Students needs to create own material which can be done through
engaging them emotionally or through connecting them to information that they
already know.
B. Students needs to have personal connection to a lesson material which
can be done through engaging them emotionally or through connecting them to
information that they already know.
C. Students needs to have personal experience to a lesson which can be
done through engaging them emotionally or through connecting them to
information that they already know.
D. Students needs to have personal experience to a lesson which can be
done through engaging them personally or through connecting them to
information that they already know.

5. The K to 12 Curriculum ensures college readiness by aligning the core

and applied courses to the College Readiness Standard (CRS) and new
General Education (GE) Curriculum. Learning basic concepts that leads to
more complex and sophisticated version of the general concepts entails TPACK
(Technological, Pedagogical and Content Knowledge). The statement is in line
with what salient features of the curriculum?
I. Gearing up for the future
II. Nurturing the Holistically developed Filipino
III. Ensuring integrated and seamless learning
IV. Building Proficiency

A. I only
B. I, II and III
C. I and III
D. II and IV

References
Espique, F. P., & Silva, D. D (2021). Technology for Teaching and Learning 2.
Lorimar Publishing Books
https://www.google.com/search?q=k+to+12+curriculum&sxsrf=AJOqlzXnApSv
7Z6G_IGxWp5NhjvLUlmIFQ:1678743701627&source=lnms&tbm=isch&sa=X
&ved=2ahUKEwjrlITQ79n9AhXc-

https://www.deped.gov.ph/2022/05/10/deped-highlights-digital-rise-program-
as-key-player-in-addressing-challenges-in-education-quality/

https://www.bookwidgets.com/blog/2019/03/7-ready-to-use-economics-
lessons-for-economics-teachers
https://www.researchgate.net/publication/289980056_The_Role_of_ICT_and_
the_Mother_Tongue_in_Education
https://bangkok.unesco.org/content/developing-strategic-roadmap-integration-
21st-century-skills-philippines
Lesson 2: ICT Pedagogy Integration in Social Science
Learning Plan

Intended Learning Outcome:

 Discuss ICT in relation to Social Science
 Integrate ICT to Social Science learning Plan
 Discuss Salient features of Social Science Learning Plan

“Guess what?”

Direction: Guess the name logo of each item write your answer under the logo.

_________ _ ___________

This lesson aims to explore the integration of ICT and Pedagogy in
Social Science learning plans. The lesson discusses the importance of
integrating ICT in education and its potential benefits for students. It then
focuses on the role of Pedagogy in the integration process and discusses
various pedagogical approaches that can be used in Social Science learning
plans. The paper also highlights the challenges and limitations of integrating
ICT in education and provides recommendations for teachers to overcome
these challenges. Overall, this paper highlights the importance of ICT-
Pedagogy integration in Social Science learning plans and provides insights for
teachers to enhance their teaching practices.

A. What exactly is information and communication technology (ICT)?

Information and communications technology (ICT) includes all equipment used
in the management of telecommunications, broadcast media, intelligent
building management systems, audiovisual processing and transmission
systems, and network-based control and monitoring tasks. Despite being
frequently used as an extended synonym for information technology (IT), ICT
has a wider range of applications.
The use of computers to store, retrieve, transport, and manipulate data
or information is known as information technology (IT). This is frequently done
in the context of a business or other enterprise. An IT system is typically an
information system, a communications system, or, more particularly, a
computer system that is operated by a small number of people and includes all
hardware, software, and ancillary devices. The phrase is frequently used as a
synonym for computers and computer networks, but it also refers to other
means of information dissemination, including telephones and television. A
component of information and communications technology (ICT), IT is thought
to exist.
ICT includes both the internet-enabled world and the wireless network-
powered mobile world. Along with cutting-edge ICT components like artificial
intelligence and robotics, it also comprises outdated technology like landline
telephones, radio, and television broadcast, all of which are still commonly
utilized today. The list of ICT components is extensive and is expanding.
Smartphones, digital TVs, and robotics are relatively recent additions compared
to other components like computers and phones, which have been around for
decades.
The etymology
Academic researchers have used the term "information and communication
technologies" since the 1980s[5]. The abbreviation "ICT" gained popularity after
Dennis Stevenson used it in a report to the UK government in 1997[6] and in
the rewritten National Curriculum for England, Wales, and Northern Ireland in
2000. ICT, however, "has attracted too many negative connotations" and
should no longer be used in British schools, according to a 2012 Royal Society
recommendation[7]. As of 2014, the National Curriculum has used the term
computing, which reflects the inclusion of computer programming in the
curriculum..

The expression has been used in many different countries. An internal "Office
of Information and Communications Technology" and "United Nations
Information and Communication Technologies Task Force" have been
established by the UN.

Components of ICT

https://europeyou.eu/es/what-is-information-and-communication-technology/

 Cloud computing – The phrase is typically used to describe data

centers that are accessible to several people online. Functions from central
servers are frequently spread across several locations by large clouds, which
are common nowadays. It might be referred to as an edge server if the
connection to the user is reasonably close. Enterprise clouds are only available
to one business; public clouds are accessible to numerous organizations; and
hybrid clouds include both of these options. Amazon AWS is the largest public
cloud.

• Software- is a collection of guidelines, information, or software used to run

computers and carry out particular tasks. In contrast to hardware, which refers
to a computer's actual components, software is a general phrase for the
programs, scripts, and applications that run on a device. One way to think of a
computer is as having two parts: hardware and software. System software,
which includes operating systems and any other program that supports
application software, is frequently separated from application software, or user-
downloaded programs that satisfy a user's want or need.

• Hardware – refers to anything that is physically tangible and makes up a

computer or electronic system, as well as everything else that is engaged with
technology. This includes the CPU, RAM, hard disk, and display. Firmware,
software, and hardware all work together to make a computer run. A computer
system's hardware is just one component; the firmware, which is integrated into
the hardware and directly controls it, is another.
• Digital Transactions can be roughly described as transactions that take
occur electronically or automatically between individuals and organizations—
without the use of paper. A better bottom line is the outcome of time and money-
saving digital transactions. Additionally, customer experiences are improved
(consider the ease of eSigning as opposed to printing a contract, signing it, and
sending it back via mail or fax). Additionally, using digital transactions enhances
tracking capabilities, which lowers error rates.

• Digital Data is data that, through the use of particular machine language
systems that can be understood by a variety of technologies, represents other
types of data. The simplest of these systems is a binary system, which merely
saves intricate audio, video, or text information in a string of binary characters,
often ones and zeros, or «on» and «off» values.

• Internet access is the method through which individuals or businesses

connect to the internet via desktop computers, laptops, or mobile devices. Data
signaling rates affect internet access, and users may connect at various internet
speeds. Anyone with internet connection can use internet services or other
web-based services. Dial-up internet connection marked the start of the
internet's popularity. Internet connectivity technology evolved quickly, bringing
solutions that were quicker and more dependable. The most popular means of
internet connection right now are broadband technologies like cable internet
and ADSL. Depending on the area, ISP, and connection type, internet access
might vary in speed, cost, dependability, and availability.

There are numerous ways to access the internet, including dial-up, broadband,
DSL, satellite, hotspots, wireless connections, mobile connections, and many
others. ICT, however, typically refers to more than just its component list. It also
includes the use of each of those different elements.

B. USE OF INFORMATION TECHNOLOGY IN TEACHING SOCIAL

SCIENCE
COMMONLY USED ICTs IN EDUCATION
There are multiple emerging digital technologies. They combine media
and delivery systems with hardware and software. The following are the ICTs
that are frequently utilized in education:

• Multimedia PC, Laptop Notebook

• Digital video/Still Camera
• LAN and other Networks/Mobile Phone
• www (World Wide Web)
• CD ROM & DVD
• E-mail & Chat ○ Digital Libraries
• Computer Conference (Video/Audio)
• Application S/W such as work processing spread sheets, power point
and stimulation and speech recognition.
Integrated Based Research ○ Integrated Learning System (ILS)
ways to incorporate ICT (information and communication technology) into
social science education. Planning, using computers, and other technical tools
in the classroom are presented as background work. There are advantages to
using computers for both teachers and pupils. This book explains the
challenges of ICT-based learning as well as practical ICT working tips.
How to apply ICT in Social Science Education
 Lesson and scheme planning as stated earlier.
 Understanding research for lesson
 Accessing a huge range of educational resources and different types of
information on the internet.
 Creating differentiated worksheets
 Keeping records of students grades
 Keeping records of textbooks and other resources
 Writing reports and other communications
 Communicating with students, teachers and schools via e- mails
 Using digital camera and video to make lessons move engaging and to
create impressive displays.
 Working with an interactive whiteboard in the classroom.
 Using a website to enhance teaching
Although it is commendable that social science can use ICT in education,
the 45 minutes allotted for social science instruction in our middle schools is
nowhere near enough. The usage of the internet, spreadsheets, digital
cameras, video, and the websites described above, for instance, would be
severely constrained due to time constraints. They are nevertheless excellent
suggestions for our higher education institutions. Cowley went on to
recommend that social studies teachers use ICT in the classroom to:
 Before letting students use the ICT equipment, establish ground rules
for how it should be handled. They will be able to fully concentrate on the
lessons being taught thanks to this.
 Make the restrictions very explicit and the penalties for machine abuse
equally obvious. Provide a backup assignment or activity in case a child needs
to take a break from the computers.
 If there is room, explain the lesson to the kids at tables before releasing
them loose on the equipment. This is due to the fact that once a group has
access to the equipment, it is far more difficult to keep their attention. You could
use an electronic whiteboard to show the students the task if one is accessible.
 Children should be carefully told how fragile computers and other ICT
devices may be.
 Spend at least one or two hours instructing a class on how to use word
processors, spreadsheets, etc. correctly.
 Create exercises to teach the class complex functions like section
breaks, columns, table creation, formulating sums, and so forth.

C. SALIENT FEATURES OF SOCIAL SCIENCE LEARNING PLAN

Components of Social Studies Lesson Plan

1. Learning Competency. A learning competency is a specific and
measurable learning outcome that describes what a student should be able to
do as a result of completing a learning activity or lesson. It refers to the
knowledge, skills, attitudes, and values that students need to acquire in order
to achieve a specific learning goal. Competencies can be used to assess
student learning, guide instruction, and design learning activities. They are
often included in lesson plans to provide teachers with a clear idea of what they
want their students to achieve and to help them assess whether students have
achieved the expected learning outcomes. A well-written competency should
be specific, measurable, achievable, relevant, and time-bound and should
describe the observable behaviors or actions that students will demonstrate
upon completion of the learning activity.
2. Learning Objectives - refer to specific and measurable learning
outcomes that the teacher intends for students to achieve by the end of the
lesson or unit. Objectives should be clear, concise, and written in measurable
terms so that both the teacher and students can determine whether the
objective has been met or not. Objectives help to guide the planning and
instruction of a lesson by identifying what students should be able to do or know
by the end of the lesson. They also help to ensure that learning is focused and
relevant to the desired outcomes. Objectives can be used to assess student
learning, to guide instruction, and to design learning activities.
3. In a lesson plan for social studies, a theme is a broad, overarching topic
or idea that provides a framework for teaching and learning about a particular
aspect of history, geography, economics, or culture. Themes in social studies
can help to connect different historical events or geographic regions and
provide context for understanding the social, political, and economic forces that
shape society.

Examples of themes in social studies might include:

 Power and authority: Exploring the roles and responsibilities of

government and other institutions in society
 Culture and identity: Investigating the ways in which social and cultural
factors shape individual and group identity
 Global interdependence: Understanding the ways in which economic,
political, and environmental issues are interconnected on a global scale
 Conflict and cooperation: Analyzing the causes and consequences of
conflict and cooperation in different historical and contemporary contexts
 When creating a lesson plan for social studies, identifying a theme can
help to guide the selection of content, learning activities, and assessments. By
focusing on a theme, teachers can help students to develop a deeper
understanding of social studies concepts and engage in critical thinking and
analysis.

4. Title-the title is a brief and descriptive name that summarizes the

content or main objective of the lesson. The title should be specific enough to
clearly communicate the topic or subject matter of the lesson to students,
parents, or other educators who may use or review the lesson plan.
5. Concept-In lesson planning, a concept refers to a general idea or
understanding that a lesson aims to teach or convey. It is a broad, abstract idea
or theme that can be broken down into smaller, more specific sub-topics or
learning objectives.
For example, a concept in a science lesson might be "ecosystems" or "energy
transfer", while a concept in a language arts lesson might be "plot" or
"characterization".
6. Framework-In the context of lesson planning, a framework refers to
a basic structure or outline that helps guide the development of a lesson plan.
It typically includes key components such as the learning objectives,
instructional strategies, assessment methods, and materials or resources
needed to effectively deliver the lesson.
7. A framework can provide a teacher with a clear direction and help
ensure that all necessary elements are included in the lesson plan. It can also
help the teacher to organize and sequence the lesson in a way that supports
student learning and engagement. The framework may vary depending on the
subject, grade level, and teaching style, but its purpose is to provide a structure
for planning and delivering effective lessons.
8. Instructional materials-In a lesson plan, materials refer to the tools,
equipment, supplies, and resources that will be needed to deliver the lesson
effectively. Materials can include physical objects, such as textbooks,
worksheets, art supplies, or manipulatives, as well as digital resources, such as
videos, online articles, or educational software.
9. Methodology - refers to the overall approach or strategy that the teacher
will use to deliver the lesson and achieve the learning objectives. Methodology
can include a wide range of instructional strategies, techniques, and activities
that are designed to support student learning and engagement.

Examples of methodology in a lesson plan might include:

 Lecture: A teacher-centered approach in which the teacher presents
information to students through a spoken presentation.
 Discussion: A student-centered approach in which students actively
engage in dialogue with each other and the teacher to explore and analyze
ideas.
 Group work: A collaborative approach in which students work together
in small groups to complete tasks or solve problems.
 Inquiry-based learning: An approach in which students explore and
investigate a topic through hands-on experiments, research, or other activities.
 Project-based learning: An approach in which students work on a
longer-term project that integrates multiple subject areas and requires them to
apply critical thinking and problem-solving skills.
When creating a lesson plan, it's important to choose a methodology that is
appropriate for the subject, grade level, and learning objectives of the lesson.
The methodology should be designed to engage students and promote active
learning, while also ensuring that students have the opportunity to meet the
learning goals and objectives. By using effective methodology, teachers can
help to create engaging and meaningful.
10. Preliminary activities can include a wide range of tasks, such as review
exercises, group discussions, brainstorming sessions, or individual reflections.
They are often designed to activate students' prior knowledge or build
connections between previous learning and new concepts. In lesson
planning, preliminary activities are important because they can help to establish
a positive and focused learning environment and prepare students to engage
actively in the lesson. By setting clear expectations and creating a sense of
engagement and curiosity, teachers can help to motivate students and promote
deeper learning.
11. Developmental activity- In lesson planning, developmental activities
are activities that are designed to help students acquire new skills or knowledge
that build upon what they already know. These activities are meant to promote
the development of the students' cognitive, social, emotional, and physical
abilities.An example of a developmental activity in lesson planning would be a
"jigsaw activity". In this activity, students are divided into small groups and each
group is given a specific piece of information related to the lesson. The students
then work together to become experts on their assigned topic before returning
to their original groups to teach their peers. This activity not only promotes
collaboration and communication skills but also reinforces the students'
understanding of the lesson content.
12. Concluding activity- Is an activity that is designed to help students
summarize what they have learned and reflect on their learning. The goal
is to ensure that students have a clear understanding of the lesson content and
to provide them with an opportunity to consolidate their learning. An example
of a concluding activity in lesson planning would be a "ticket out the door"
activity. At the end of the lesson, the teacher asks each student to write down
one key concept they learned during the lesson on a small piece of paper. The
teacher collects the papers and quickly reads them to check for understanding.
This activity provides the teacher with a quick assessment of student learning
and allows students to reflect on what they have learned. It also helps to
reinforce the importance of the lesson content and provides closure to the
lesson.
13. Evaluation - Evaluation in lesson planning refers to the act of gauging
student comprehension and learning in order to assess how well the teaching
and learning process is working. The purpose of evaluation is to determine the
degree to which students have met the lesson's learning objectives. A "quiz" is
an illustration of a lesson planning evaluation. The teacher gives the pupils a
brief exam at the conclusion of the lesson to gauge their comprehension of the
main ideas discussed. The quiz could consist of multiple-choice, short-answer,
or essay-style questions. The quiz's findings give the teacher insight into how
well the students comprehended the material and can be utilized to adapt the
lecture as needed.
14. In lesson planning, an assignment is a task or activity that is given to
students to complete outside of class time. The goal of the assignment is to
provide students with an opportunity to apply what they have learned in the
lesson and to further develop their understanding of the topic.
15. Assignment- An example of an assignment in lesson planning would be
a "research project". At the end of the lesson, the teacher assigns a research
project that requires students to investigate a particular aspect of the lesson
content. For example, if the lesson is about the solar system, the teacher may
assign students to research a particular planet and create a presentation or
report about it. This assignment allows students to delve deeper into the topic
and to practice their research and presentation skills. Another example of an
assignment in lesson planning could be a "writing assignment", where students
are required to write a short essay or response paper that reflects on the lesson
content. The assignment can be designed to assess students' critical thinking
and writing skills, as well as their understanding of the lesson content.
“Lesson Planning”

Direction : Make a 4A’s Semi-detailed Lesson Plan with topics related to Social
Studies.

Outcome-based Assessment
1.Which of the following is an example of how ICT can be integrated in teaching
Araling Panlipunan?

A) Using a chalkboard to write down important dates and events in Philippine

history.
B) Showing students a video about the geography of the Philippines.
C) Assigning a research paper on the life of a Philippine hero.
D) Asking students to memorize a list of Spanish words used in the Philippines
during the colonial period.

2.Which of the following is an advantage of using ICT in teaching Araling

Panlipunan?
A) It can make the subject more difficult for students to understand.
B) It can help students to better understand complex concepts.
C) It can replace the need for a teacher in the classroom.
D) It can make students more reliant on technology than on critical thinking.

3.How can the use of ICT in teaching Araling Panlipunan promote student-
centered learning?
A) By using technology to control and monitor student behavior
B) By providing students with pre-packaged learning activities that they can
complete on their own
C) By allowing students to choose their own topics for research and discussion
D) By focusing on teacher-centered instruction and lectures

4.Which of the following is a potential disadvantage of using ICT in teaching

Araling Panlipunan?
A) It can be expensive to implement and maintain
B) It can make it difficult for teachers to assess student understanding
C) It can create a distraction for students in the classroom
D) It can limit students' access to resources outside of the classroom
5. In what ways can the use of ICT in teaching Araling Panlipunan
enhance students' critical thinking skills?
A) By providing students with information that is easy to understand
B) By offering opportunities for students to memorize important dates and
events
C) By encouraging students to analyze, evaluate, and synthesize information
from different sources
D) By limiting the amount of information that students need to learn

References:
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planning#:~:text=The%205%20parts%20of%20a%20lesson%20plan%20differ
,4%204.%20E%20valuation%20...%205%205.%20Assignment

https://teachsimple.com/blog/lesson-plans/part-of-lesson-plan/

https://projectkings.com.ng/2021/07/21/the-use-of-ict-and-teaching-
effectiveness-among-teachers-of-social-studies/

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ocial+science+&qs=n&form=QBRE&pc=HWMB&sp=-
1&ghc=1&lq=1&pq=ict+in+relation+to+learning+and+teaching+social+science
+&sc=0-
56&sk=&cvid=FB069FCF312048A5B7610CB26DFCA1F4&ghsh=0&ghacc=0
&ghpl=

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science

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https://edubirdie.com/examples/importance-of-ict-in-social-science-
studies/

https://www.google.com/search?q=example+of+cloud+computing&sxsrf=AJO
qlzWFxnpqI3_IaX_OvDPokEMywcI2uQ:1679001108201&source=lnms&tbm=i
sch&sa=X&ved=2ahUKEwjB0IbFruH9AhXlZWwGHW9sBAkQ0pQJegQIBBA
C&biw=1920&bih=969#imgrc=y45fK9WKhafFiM

https://www.google.com/search?q=example+of+software&tbm=isch&ved=2ah
UKEwjW7PXHruH9AhVimFYBHZFTCv8Q2-
cCegQIABAA&oq=example+of+software&gs_lcp=CgNpbWcQAzIFCAAQgAQ
yBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgA
QyBQgAEIAEMgUIABCABDIFCAAQgAQ6BAgjECc6BggAEAcQHjoGCAAQC
BAeOgcIABCABBAYOggIABCABBCxAzoLCAAQgAQQsQMQgwE6BAgAEE
M6CAgAELEDEIMBUNkGWJssYLU1aABwAHgBgAHaBogBuSqSAQ0wLjQu
My4zLjIuMi4xmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=GoY
TZNb3DOKw2roPkaep-A8&bih=969&biw=1920#imgrc=MTF3wzV1ERhjnM
https://www.google.com/search?q=example+of+Hardware&tbm=isch&ved=2a
hUKEwj99Jyur-H9AhXYgFYBHad5DrIQ2-
cCegQIABAA&oq=example+of+Hardware&gs_lcp=CgNpbWcQAzIFCAAQgA
QyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQ
gAQyBQgAEIAEMgUIABCABDIFCAAQgAQ6BAgjECc6BAgAEEM6CAgAEIA
EELEDOgsIABCABBCxAxCDAToICAAQsQMQgwFQgAZYxzNg_ztoAXAAeA
GAAYEIiAG7UpIBDzAuMS4zLjMuMC40LjYuMZgBAKABAaoBC2d3cy13aXot
aW1nwAEB&sclient=img&ei=8IYTZP28LtiB2roPp_O5kAs&bih=969&biw=192
0#imgrc=h1sjrVNfvMtKYM
https://www.google.com/search?q=example+of+digital+transaction&tbm=isch
&ved=2ahUKEwi7g6yAsOH9AhUfgFYBHUjBDO4Q2-
cCegQIABAA&oq=example+of+Digital+tr&gs_lcp=CgNpbWcQARgDMgUIAB
CABDIFCAAQgAQyBwgAEIAEEBgyBwgAEIAEEBgyBwgAEIAEEBgyBwgAEI
AEEBgyBwgAEIAEEBgyBwgAEIAEEBgyBwgAEIAEEBgyBwgAEIAEEBg6CA
gAEIAEELEDOgsIABCABBCxAxCDAToICAAQsQMQgwE6BggAEAgQHlDw
B1ioQmC9WGgAcAB4AYAB0gWIAdcokgEJMy0zLjIuNC4xmAEAoAEBqgELZ
3dzLXdpei1pbWfAAQE&sclient=img&ei=nIcTZLvFO5-
A2roPyIKz8A4&bih=969&biw=1920#imgrc=8ewUrhHhxBIxsM
https://www.google.com/search?q=example+of+digital+data&tbm=isch&ved=
2ahUKEwi7kbG5sOH9AhW_kVYBHWXKDY0Q2-
cCegQIABAA&oq=example+of+digital+data&gs_lcp=CgNpbWcQAzIFCAAQg
AQyBwgAEIAEEBgyBwgAEIAEEBg6BAgjECc6BggAEAgQHlDmBVi1I2CRK2
gAcAB4AIABsQOIAZEfkgEJMC43LjUuMi4ymAEAoAEBqgELZ3dzLXdpei1pb
WfAAQE&sclient=img&ei=FIgTZLu3JL-
j2roP5ZS36Ag&bih=969&biw=1920#imgrc=uzS5MPXMOCvO4M
https://www.researchgate.net/publication/289980056_The_Role_of_ICT_and_
the_Mother_Tongue_in_Education
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track-or-strands

https://bangkok.unesco.org/content/developing-strategic-roadmap-integration-
21st-century-skills-philippines
MODULE II: INTEGRATING ACTIVE LEARNING
APPROACHES IN SOCIAL STUDIES

Introduction
Social Studies is underestimated nowadays. Sadly, it is been regarded
as a boring and neglected subject among the learners because of its contents
and information that are too detailed, too repetitious and far from the real-world
experience. In addition, it is affected also on the way it is delivered by the
teachers. As a matter of fact, it is expected that the facilitator of learning should
impart the necessary knowledge and skills that will be helpful and applicable in
the lives of the learners. For this to be able to realized and administered, there
is a vital need of innovating the learning approach of the students to be realistic,
intuitive and lively. Hence, active learning approach should put into action so
that the misconception of the students for this subject will be change for the
better. This will be the solution of the gap felt by the students towards the social
studies subject. Because it will make the topics or lessons more interesting and
memorable among the children.

Active learning approach involves in interactively engaging students with

different activities in which it places a greater degree of responsibility on the
learner than the passive approach such as lectures, but the teacher’s guidance
is still needed. This kind of approach make students to engage in their learning
by thinking, discussing, investigating and creating. This will lead the students
to be challenged, molded and harnessed with the different skills that they have,
can solve or address problems and dilemma, can answer and critique complex
questions, decision-making ability are being activated and can express ideas
and thought in their words whether verbal and non-verbal.

Two lessons that encourage the use of active learning in social studies will be
covered in this module. Inquiry-based learning and research-based learning
are the focus of lesson 1, while on the other half, problem-based instruction
and project-based instruction are covered in lesson 2. The students will be able
to relate what they learn on their own with the aid of this four-based learning. It
will lead their curiosity to engage and gain a deeper understanding of the topics
and contents, instead of primary memorizing facts and concepts. While of these
approaches have unique qualities that teachers should take into account when
realizing learning competencies, particularly in social studies, they are all
intended to provide chances for active investigation of the topic. The social
studies teacher will be able to choose which active learning approaches to use
with ease if they are aware of the differences between them.
Students learning experiences through active learning will lead them to reach
their full potential of their cognitive, psychomotor and affective domains or
skills. Specifically, these skills or abilities includes the following: through active
learning approach, the leadership skill of the students is being activated.
Having them optimizing their habits in learning and managing people. By doing
this, they become focused and more productive to achieve specific goals.
Hence, leadership enhances the abilities of students of time management
practices; having a group activity is not always the case. There is a time that
the independence of students is still needed and this promotes and boosts the
confidence and self-esteem of students as well as their motivation and
perseverance in school; the ability of students to communicate and interact with
others plays a pivotal role in a classroom setting. Leading them to harness their
communication skills in a way that they are sharing or expressing their ideas,
thoughts and opinions to others building a strong relationship and have a
common ground with their classmates; this will test the students to identify and
address a certain problem. This is one of the most important to the
development of the students to reach their full potential because it teaches
them to discernment, helping young individuals to be exposed in distinguishing
what is a solvable problem and they will work together to find a workable
solution; students are being better at comprehending and analyzing new
information and facts, promoting them to be critical thinkers; and the
approaches are more likely to be done by collaboration in order to achieve a
common goal. This is essential to students in building relationships, gaining
trust and acknowledging their classmates.
Lesson I: Inquiry-Based and Research-Based
Learning

Intended Learning Outcome

After finishing this lesson, the students should be able to:

• discuss the key components of research-based and inquiry-based

learning and how it applies to achieving of social studies learning
competencies and social studies learning outcomes;

• examine the use of technology in learning and instruction in social

studies can be enhanced through research and inquiry-based learning; and

• cite a few Curriculum Guide performance standards that can be used

with inquiry-based and research-based learning.

“Mix and Match”

Direction: There are random words in a box below. These words are describing
what inquiry-based learning and research-based learning are. What you’re
going to do is to put those words in the designated boxes they belong.

Questions Findings Interpretation

Evidence Problem-solving Conceptualize
Exploration Investigation Observation
Critical-thinking Explanation Monitoring
“Figure it out!”
Direction: Answer the following processing questions concisely.

1. Did you find the activity easy or difficult? Why?

2. What was your bases on answering the activity?

3. Are you eager to know if your answers are correct or not? Why?

1. What is research

2. What is inquiry-based learning?

3. What do you think is the role of technology when it comes to inquiry-based

and research-based learning?

As teachers, we will never be able to exert an effort in helping our students if

we tell them at hand everything because they will know without an effort on
what are the reasons and answers on why things are like that or becomes like
that. What we’re going to do is we must give students various opportunities and
viewpoints to investigate, ask, research, and learn new things. learnings that
they might have encountered whether it is inside the classroom or outside the
school campus.

Nature of Inquiry-Based Learning

In its simple definition,

inquiry is the process of forming
and posing questions. In a
classroom setting, every teacher
is supposed to foster the
process of inquiry as a key
learning activity, and students
are expected to learn from it. It
is believed that in the Fourth
Industrial Revolution era, the ability to ask questions among students is
identified and discovered. According to the World Economic Forum's Future of
Jobs Report, among the top ten abilities, problem solving, critical thinking, and
creativity are necessary in this modern day, and all three of these begin with
the act of asking and raising questions (Gray, 2016).

Inquiry-based learning as a way of

doing basically involves tasks which
requires students to actively
participate in discovering answers to
specific inquiries. In connection to the
topic, the questions might range from
being very general to being highly
https://www.google.com/imgres?imgurl=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fl detailed, as well as simple to more
complicated inquiries. being
discussed or talked about. Therefore, Students are given the chance to
participate in specific activities as they conduct their studies.
Kinds of Inquiry
Four different styles of inquiry that can be utilized to facilitate learning
were presented by VIU (2020). These are:
1. Structured Inquiry – As the entire class works together to answer a
single question, this enables the students to follow the teacher's example.

Example: The teacher will set the starting point by asking question like,” what
defines a culture?” Or “What is the importance of the scientific method?”

2. Controlled Inquiry – The instructor selects the subjects and specifies the
sources the students will utilize to respond to inquiries.

Example: The teacher will let the students answer the question “what are the
lifestyle of the nomadic people?” Now, the teacher tells the students that the
learning resources they'll employ to respond the question is through books or
the internet.

3. Guided Inquiry – Students create the final output or solution after the
teacher selects the topics or questions.

Example: The learners are trying to answer the question, “what are the
characteristics of the 21st century learner?” The teacher then let his/her
students find the answers in the materials and resources they wish to use.

4. Free Inquiry – Without regard to a predetermined result, students are

free to select their own topics..

Example: Students chooses their own research topic and problem and they
are the one who will find resources and materials to answer certain problems.

How to Facilitate Inquiry-Based Learning

The following are some critical steps that can facilitate inquiry teaching
and learning:
1. The questions, problems and puzzling situations arising from innate curiosity
or intense need to search for explanation and satisfaction must originate from
the students themselves. If not, this needs tact to make them feel that way
through proper provocation and stimulation.
2. The teacher must be able to guide them in formulating their own hypothesis,
choose the likely hypothesis and plan together the procedure to be followed in
testing the hypothesis. Flexibility in implementing the procedure is a must.
Cooperatively, they must analyze and interpret pieces of evidence gathered
and draw sound conclusions and generalizations.
3. Provide a conducive classroom setting that will allow, among others,
freedom of movement, wide choice appropriate tools and equipment and an
adequate supply of materials for both instant and planned discussion, learning
and performances. Such an atmosphere will motivate them to freely undertake
the activity.
4. Experiencing success and “thrill in discovering knowledge” firms up the
scientific attitudes and process skills they have gained. It strengthens their self-
confidence. As they grow their learning will be inner-directed and intrinsically
motivated. As a final step, reward and recognition in any form should be part of
the teacher’s agenda after a group evaluation of their own learning and
performance.

How is inquiry-based learning conducted?

1. Define the topic or introduce the question.
 Briefly introduce and go over the subject. Creating a thought web for a
subject may be helpful.
 Make sure the connection is to the students' personal experiences.
 Make sure the issue can be explored through a range of experiences.
 If the teacher did not ask a question regarding the subject, the students
will ask questions and then hunt for the answers.

2. Assist pupils in determining where and how to obtain information. They may
conduct study on the subject or question by observing, creating, reading,
designing an experiment, compiling data, and speaking with experts.
3. The findings are presented by the students in writing, models, graphs, charts,
and power point presentations.

When to Use Inquiry-Based Learning

An especially suitable method of
learning is known as inquiry-based
instruction (IBI), sometimes known
as inquiry-based learning (IBL) in the
social studies subject since it
facilitates composing questions,
thinking about how to obtain
answers to curriculum questions,
and presenting outputs as proof of https://www.google.com/imgres?imgurl=https%3A%2F%2F
inquiry are just a few of the tasks that
go into the development of communication skills. This strategy promotes
collaboration among the students while they complete their assignment.
In history, the investigation procedure is likewise used to advantage. The
teacher provokes the students into asking questions and participate in historical
analysis. With the vast historical record and stored artifacts as guide, the test
for the new ideas is undertaken and conclusions are formulated. Across subject
areas and disciplines, the use of the inductive approach brings students to the
inquiry or discovery instruction.
One great example is in history when tackling about the life of Jose Rizal.
Through inquiry-based learning, students will not be passive in the discussion
just by knowing basic facts about him just. Questioning who is he as a person?
When he is born? When and where did he die? Instead, students will begiven
a different perspective in which they will be challenge to think outside the box
and will ask not just about simple and shallow questions. When IBL are
integrated into the classroom, students will be able to ask and answer
questions like what are the contributions of Jose Rizal, why did he become the
national hero of our country and why is it that he is still relevant even up to this
day? Indeed, this active learning approach will uplift the curiosity of the students
and be an active learner in class.

Role of the Teacher in Inquiry-Based Learning

The teacher's thorough
planning in regard to the curriculum
is crucial to IBL's success. In social
studies, the learning competencies
that can be met by simple inquiry or
more complicated inquiry should be
considered by the teacher. He or she
oversees and prepares the subject
for investigation while guiding the
students by posing the topics they https://www.google.com/imgres?imgurl=https%3A%2F%2F
should consider. Students are free to
create their own research methods and present their findings utilizing the
available technology resources. IBL and technology together offer students'
access to information so they can access it whenever and wherever they
choose. It is expected that the teacher is aware of the information's sources
and whether the students have access to it.
Avsec and Kocijncic (2016) suggested the following fields for the teacher to
take into account while creating an IBL:
1. Prerequisite knowledge and ability
- as teachers, we need to know the ability of the students in answering
the question. We have to consider their level of preparedness and what they
already know (stock knowledge) to a certain topic.
2. Context – Learners require meaning from experience.
- as teachers, we need to take consideration that the question that we
are going to ask to them will relate to them not just as students but as
individuals as well. Much better if these questions are applicable into the real-
life scenarios.
3. Content and learning materials
- as teachers, we need to prepare and think what instructional material
will cater to the inquiry-based learning to have an effective and efficient
teaching and learning process in the classroom.
4. Process
- as teachers, we need to have a proper execution and in delivering the
right and proper question, so that it can be answered by the students as well
correctly and clearly.
5. Strategy of reactions and behavior
- as teacher, we have to have a strategy on what approach are we going
to do in administering questions to our students.
6. Course outcomes
- as teachers, we need to evaluate our students if the intended learning
outcomes were met by our students. Similarly in questioning, we need to make
sure that the answer that was given by the students to our question are correct,
and if not since there are times that there are misinterpretation or the idea they
have are different, as teachers we need to re-direct it and have some
clarification and make them understand why the correct answer is like this or
like that and as much as possible, give some bases and example to your
claims.
Some Performance Standards from the Curriculum Guide in Araling
Panlipunan that can Employ Inquiry-Based Learning
 Kritikal na makapagsusuri sa naging implikasyon sa kaniyang bansa,
komunidad at sarili ng mga pangyayari sa panahon ng transpormasyon tungo
sa makabagong panahon. – this performance standard employs inquiry-based
learning since it is having a critical analyzation to the implication and changes
from the traditional to the modern world. It can be inquiry because when we are
analyzing we tend to as question why things are like that or why things become
like that.

 Nasusuri ang iba’t ibang mga gawaing pangkabuhayan batay sa

heograpiya at mga oportunidad at hamong kaakibat nito tungo sa likas kayang
pag-unlad. – this performance standard employs inquiry-based learning since
it is examining the livelihoods and opportunities in a specific location that
promotes development. It can be inquiry because when you are examining, you
need to ask or formulate questions to be answered in order to determine their
nature and condition.

 Nakapagsasagawa nang kritikal na pagsusuri sa pagbabago, pag-unlad

at pagpapatuloy ng Silangan at Timog Silangang Asya sa transisiyonal at
makabagong panahon. – this performance standard employs inquiry-based
learning since the students are expected to analyze the changes, development
and the continuation of South East Asia from traditional towards the modern
world. When we say analyzing, it has something to do with explanation and
interpretation. Explanation and interpretation will only be realized if there is an
inquiry that take place.

Nature of Research-Based Learning

The framework of research-based
learning (RBL) aids in preparing
students to be lifelong learners and
https://www.google.com/imgres?imgurl=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fi
inquirers. Here, the word "research" is nclusiveschools.org%2Fwp-content

described as a style of thinking about

teaching and learning, a perspective, or a paradigm. The word "research" is
frequently associated with students producing research reports. It is a particular
method of classroom instruction that emphasizes students' role as active
researchers more than teacher-centered learning of topic and facts.

In the RBL approach, students

actively seek for and employ a
variety of materials, texts, and
resources in order to examine
significant, pertinent, and engaging
issues and difficulties. As kids
develop their reading
comprehension and vocabulary,
https://www.google.com/imgres?imgurl=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fi they locate, analyze, categorize, and
nclusiveschools.org%2Fwp-content evaluate information and ideas. They
learn how to read for understanding, create interpretations, create and assess
hypotheses, and exercise critical and inventive thought. They gain knowledge
of problem-solving techniques. Finally, via writing and conversation, individuals
hone their writing and communication skills.
When and How to Use Research-Based Learning
Educational research shines the light on how students learn. Listed in
the table below are examples on how to integrate research-based leaning in a
classroom discussion.
How to Facilitate Use Engaging Student Outcomes
Activities
Together with students, Use engaging activities Involvement and
identify and explain to introduce key engagement of
problems and queries. questions and develop students. Ownership of
curiosity and interest. the inquiry.
Aid students in Conduct research, use Develop your note-
gathering and analyzing search engines. Read taking and research
information. and examine a variety skills. Find out how to
of texts to use as read for comprehension
research materials. and to identify important
facts and concepts.
Help students to think Utilize exercises that Learn to spot false
critically and effectively. encourage evaluative, information, to be more
interpretive, analytical, imaginative, to think
comparative, and creatively outside the
creative thought. box, to think logically,
and to write clearly.
Help students develop Use exercises that help Learn how to write and
conclusions and apply students synthesize organize information,
their knowledge. information, write employ problem-solving
summaries, work on an techniques, and finish
authentic task, solve assignments and
problems and make projects.
decisions.
Aid students in Use exercises that Learn to write and
communicating support the organize papers, as
outcomes. development of well as give
summary products, presentations to
student presentations, discuss results verbally.
writing papers, oral
presentations.
For example, in geography, when the discussion is all about the natural
resources that are being found in every region here in our country. There are
ample of materials and sources that will answer those topics. Students will be
able to identify these and will have the needed data and information through
integrating research on their activity.
In other disciplines, research-based learning may be conducted in non-
laboratory situations in the immediate environment or in the community. It can
likewise be undertaken as a library research. In the Social Studies, it may take
the form of simple surveys and interviews. The focus of this approach is on the
research skills and processes involved as they search for information.
Role of the Teacher in Research-Based Learning
Teachers are crucial to the success
of RBL because they actively involve
students in acquiring and analyzing
information. There is a focus on
teaching students how to find and
evaluate materials on their own, even
if teachers may occasionally speak
and textbooks are used as a source
of information. A teacher creates an
environment where students feel https://www.google.com/imgres?imgurl=https%3A%2F%2F
comfortable posing concerns and
asking questions. Questions and answers from students are welcome. The
environment in the classroom encourages students to apply their knowledge to
solve issues by employing higher-order thinking and problem-solving
techniques. Teachers work to offer opportunities for pupils to take ownership
of their learning and to give it meaning and purpose.
In a research-driven classroom, teachers frequently take on more of a coaching
role, assisting students in developing questions and problems, finding, reading,
sorting, and evaluating information, allowing them to reach their own
conclusions, and giving them the time and space to present their findings.
Finally, among the most crucial
elements of a successful a research-
based learning program is the
capacity to support students in
understanding and regularly
applying this methodology by giving
them access to research-based
learning opportunities. In order to
help the whole class grasp a topic,
https://www.google.com/imgres?imgurl=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fl students are urged to bring in extra
materials and resources, select and
complete tasks and performance assignments as a component of their units of
research, and engage in discussion of topics utilizing evidence from reputable
sources of information. Students are constantly encouraged to share their
thoughts, solve problems, and think critically in the classroom atmosphere and
climate.

Some Performance Standards from the Curriculum Guide in Araling

Panlipunan that can Employ Research-Based Learning
 Nakakagawa ng pananaliksik tungkol sa kalagayan ng pakikilahok sa
mga gawaing pansibiko at pulitikal ng mga mamamayan sa kanilang sariling
pamayanan. – this performance standard employs research-based learning
since its tasks students to do some research on the circumstances of the civic
and political activities that they have in their society.

 Nakakapaguugnay-ugnay sa bahaging ginagampanan ng kapaligiran at

tao sa paghubog ng sinaunang kabihasnang Asyano. – this performance
standard employs research-based learning since the students are expected to
find the connection of the different role that the environment and its people
affect the formation of Asia in the past. This can be research-based because
when you are finding various information that could answer your problem. In
order to have the necessary information, one must search for different
resources just like books, internet and documentaries in order to have a
conclusion.

 Nakapagmumungkahi ng mga pamamaraan kung paano ang

pangunahing kaalaman tungkol sa pambansang ekonomiya ay
nakapagpapabuti ng kapwa mamamayan tungo sa pambansang kaunlaran. –
this performance standard employs research-based learning since that
students are task to give or formulate ways on how the economy can be the
contributor of the progress of one’s nation. This can be research-based
because one must search for resources and individuals that will support such
claims, to be able to have ways or the reason why the economy can be the
answer on the progress of a nation.
Role of Technology to Both Inquiry-Based Learning and Research-Based
Learning
There are many platforms available
on the internet or World Wide Web
for information mining. Due to the
wide range of tools available, it has
emerged as the information source
that is most sought after. Language
is not anymore a barrier to
information seeking. Depending on
the study's unit, for social studies
educators and students, there are https://www.google.com/imgres?imgurl=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fs3
numerous free educational 5691.pcdn.co%2Fwp-content%2Fuploads%2F2022%2F11%2
websites available. Any social
studies instructor using IBL and RBL has the duty to point students to websites
because of the abundance of knowledge available on the Internet that give
accurate information. The technology resources made available to students,
whether online or off, should support research-based learning and the object
of inquiry that is in keeping with the learning competencies in the K to 12 Araling
Panlipunan.
For example, due to vastness of the
technology, students tend to search
many resources and useful
information with the help of gadgets
and the internet in employing
research-based instruction and
inquiry-based instruction. As for us
teachers, what we can do is to
guide our students to be
https://www.google.com/imgres?imgurl=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fw responsible in using these
ww.ucl.ac.uk%2Fteaching-learning%2Fsites technological tools. We should
make sure that our students should process the information they gather and
evaluate if it is reliable and legit. In this way, the essence of inquiry and
research-based learning will be realized and take place.
It should be pointed out that there are
many more information sources
available for use in the procedure of
inquiry and research, with IBL and
RBL using technology being just two
of them. This does not rule out the use
of additional resources, both human
and non-human, for information
collecting. The internet is undoubtedly
https://www.google.com/imgres?imgurl=https%3A%2F%2
familiar to and perhaps easier for Fs35691
students to navigate. They will be
taught the value of utilizing educational resources in both an explicit and implicit
manner by being assisted in finding online materials that are pertinent to the
development of their research and communication abilities.

“ Make Me!”

Direction: Make a brief lesson plan using Inquiry-based learning and research-
based learning. Use the template provided below as a guide.
Paaralan: Baitang:
BRIEF LESSON PLAN Guro: Asignatura:
(Inquiry-Based Learning) Petsa at
Markahan:
Oras:

I. LAYUNIN
A. Pamantayang
Pangnilalaman
B. Pamantayan sa
Pagganap
C. Kasanayan sa Pagkatuto
D. Mga Tiyak na Layunin
II. NILALAMAN
A. Batayang Kaisipan
B. Konsepto
III. KAGAMITANG PANTURO
A. Batayan
1. Mga Pahina sa Gabay
ng Guro
2. Mga Pahina sa
Kagamitang Pang Mag-aaral
3. Mga Pahina sa Teksbok
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resources o ibang website
B. Iba pang Kagamitang
Panturo
IV. PAMAMARAAN
A. Balik – Aral
Gawain 1. Asamin Mo Ako
B. Paghahabi sa Layunin
ng Aralin
Gawain 2.
C. Pag-uugnay ng mga
Halimbawa sa Bagong Aralin
D. Pagtalakay ng Bagong
Konsepto at bagong kasanayan
#1
E. Pagtalakay ng bagong
konseptoat bagong kasanayan
#2
F. Paglinang sa kabihasaan
G. Paglalapat ng aralin sa
araw-araw na buhay
H. Paglalahat ng Aralin
I. Pagtataya
J. Karagdagang Gawain

Paaralan: Baitang:
BRIEF LESSON PLAN Guro: Asignatura:
(Research-Based Learning) Petsa at
Markahan:
Oras:

I. LAYUNIN
E. Pamantayang
Pangnilalaman
F. Pamantayan sa
Pagganap
G. Kasanayan sa Pagkatuto
H. Mga Tiyak na Layunin
II. NILALAMAN
C. Batayang Kaisipan
D. Konsepto

III. KAGAMITANG PANTURO

C. Batayan
1. Mga Pahina sa Gabay
ng Guro
2. Mga Pahina sa
Kagamitang Pang Mag-aaral
3. Mga Pahina sa Teksbok
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resources o ibang website
D. Iba pang Kagamitang
Panturo
IV. PAMAMARAAN
K. Balik – Aral
Gawain 1. Asamin Mo Ako
L. Paghahabi sa Layunin
ng Aralin
Gawain 2.
M. Pag-uugnay ng mga
Halimbawa sa Bagong Aralin
N. Pagtalakay ng Bagong
Konsepto at bagong kasanayan
#1
O. Pagtalakay ng bagong
konseptoat bagong kasanayan
#2
P. Paglinang sa kabihasaan
Q. Paglalapat ng aralin sa
araw-araw na buhay
R. Paglalahat ng Aralin
S. Pagtataya
T. Karagdagang Gawain

Outcomes-based Assessment
Multiple Choice
Direction: Encircle the letter of the best answer.
1. Mel Philip is able to participate actively in class in finding answers to
curricular questions. What kind of active learning approach does the student
perform?
a. Research-Based Learning c. Problem-Based Learning
b. Project-Based Learning d. Inquiry-Based Learning

2. Krishia Kaezzie have the ability to think critically, possesses problem solving
skills and creativity. What do you think is the basic process she does in order
to achieve those three skills mentioned above?
a. asking questions
b. formulating conclusions
c. analyzing the situation
d. having an imaginative mind

3. The grade 10 students of Mabini High School were given a task to search
for and then use multiple resources, materials and texts to explore important,
relevant, and interesting questions and challenges. What kind of active learning
approach does the students must perform in order to achieve their task?
a. Research-Based Learning c. Problem-Based Learning
b. Project-Based Learning d. Inquiry-Based Learning

4. Teacher Brenda are guiding her students as they develop questions and
problems, helping them to find, read sort, and evaluate information, giving them
the opportunity to draw their own conclusions, and providing the time and the
opportunity for students to communicate results. What kind of a teacher is
Ma’am Brenda?
a. Decisive c. Facilitator
b. Coach d. Negligent
5. The technology tools that are made available for the learners, whether online
or offline, should support the object of inquiry and research-based learning
which is aligned to the learning competencies in the K to 12 Araling Panlipunan.
The following are the advantages of technology and the internet in inquiry-
based learning and research-based learning EXCEPT;
a. Easy access of information because there are many resources to find and
use
b. Costly and high maintenance because the quality and sophistication of
technological tools are the prerequisite in order to find the information needed
c. Develop research skills because it requires searching of different resources
whether human or non-human
d. Flexible and efficient since it is easy to use than the traditional ones
Lesson II: Problem-Based Learning and Project-Based
Learning

Intended Lesson Outcomes

• Discuss the salient features of Problem-Based Learning and Project-Based
Learning and its application to the attainment of learning competencies and learning
outcomes
• Analyze how technologies for teaching and learning can be maximized in Problem-
Based Learning and Project-Based Learning
• Share some performance standards from the Curriculum Guide that can employ
Problem-Based Learning and Project-Based Learning.

“ 4 Pics 1 Word ”
Direction: Using the four pictures as a guide,
identify the word in each item.
“ANSWER ME”

After doing the activity, let’s answer the following question with regards to the
activity you’ve done.

1. How did you find the activity? Did you find it easy or difficult?

2. Why is it easy or why difficult? Explain your answer.

3. Are problem-based learning and project-based learning effective teaching

Methods?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

4. What is the difference between Problem-based learning and Project-based

learning?

KNOW ME BETTER
Engaging students in activities that foster the creation of new information
or the interpretation of already acquired knowledge while simultaneously
fostering the development of other 21st century skills such as teamwork,
media literacy, and critical thinking) defines active learning techniques.
Inquiry-Based Learning (IBL), Research-Based Learning, Project-Based
Learning and Problem-Based Learning are four of the most recent active
learning strategies to be introduced to improve teaching and learning process.
Using projects and problem-based learning (PBL). These teaching methods
are intended to increase the depth and breadth of the content learned in the
k-12 curriculum.

Technology, whether digital or not, plays a significant role in the use of

these active learning methodologies as learners become active participants in
the process of generating new information. It is the responsibility of the
instructor to ensure that the digital “tools” students are exposed to our
appropriate and relevant for the development of their learning competencies.
One strategy that may result in more meaningful learning experiences in and
outside of the classroom is the use of problem-based learning.

Nature of Problem-Based Learning

https://www.itac.edu.au/blog/teaching-strategies/problem-based-learning

The scientific approach is used in problem-solving instruction to gather data.

The five fundamental steps of the scientific or investigative procedure are:

1. Recognizing and describing the issue

2. Constructing a hypothesis

3. Evaluating the likely theory (by observing, conducting an experiment,

collecting and organizing data through normative surveys)

4. Evidence analysis, interpretation, and evaluation

5. Developing a conclusion

Students are taught to be sensitive to any perplexing situation, or a difficult

situation that needs to be solved. After clearly defining the problem, a tentative
solution is sought. The closest scientific guess is then pursued by employing
an appropriate investigation technique, such as conducting an experiment or
collecting data through directed observations. Finally, they are instructed to
reach a conclusion.
Guidelines for Its Effective Use

1. Provide adequate training in defining and stating the problem clearly and
concisely.

2. Ascertain that the problem to be solved is appropriate for the students' age,
interests, and abilities.

3.Assemble the students into groups and assign tasks to each of them. The
cooperative learning strategy would work well in this case.

4.In case of stumbling blocks, lead them through each step by asking leading
questions. If necessary, encourage suggestions for alternative processes or
solutions.

5. Prepare substitutes for materials that may not be available. This strategy
necessitates a diverse set of materials and resources.

6. The emphasis is on the procedure and processes used rather than the
products themselves.

Teacher’s Role In PBL

The teacher chooses an interesting, relevant, and a novel problem for the
students. It must also be multifaceted enough to entice students to conduct
research and come up with multiple solutions. The issues stem from the unit
curriculum and can be seen in future work situations.

Nature of Project-based learning

https://www.gettingsmart.com/category/project-based-learning/
Using the project method, students work on a practical problem for
several days or weeks. It could entail organizing a fund-raising campaign for
flood victims, advocating for breastfeeding, or publishing a class newspaper.
The teacher may suggest projects, but they are planned and executed as much
as possible by the students themselves, either individually or in groups. Project-
based learning work focuses on applying specific knowledge or skills rather
than imparting them, as well as improving student involvement and motivation
in order to foster independent thinking, self-confidence, and social
responsibility.

The project method is a teaching method that requires students to

present the results of information gathered about concept, principle, or
innovation in concrete form. The data can be organized and presented as a
model, dramatization, or any other visual illustration. The design will
demonstrate how the principle works in practice. It is also known as “self-
directed study” at times. It could be either a task agreed upon by both the
teacher and the student. The project could be either a task or a product.

Guidelines for Its Effective Use

1. Assign the project to a capable and interested student or group of students.
2. The student/group must be clear about the project's objectives, including the
criteria for evaluating the completed project.
3. Before the student/group begins, the project design must be thoroughly
reviewed.
4. To avoid waste, materials must be carefully chosen in terms of suitability and
durability.
5. As soon as the construction begins, there should be minimal supervision.
6. Recognize and award well-constructed projects with simple awards to boost
students/groups confidence and accomplishment. Outstanding projects can be
displayed as examples.

Teacher’s Role in PrBL

Project-based learning necessitates a paradigm shift because the teacher’s
role in project-based learning is now to participate in the learning process with
the students, lending insight, feedback, and guidance while also eliciting ideas
and approaches from them. In education, this is known as Collegial Pedagogy.
A Project-based learning a teacher should ideally encourage debates, cross-
questioning, and discussions to allow students to arrive at their own driving
question. It is discouraged to ask students driving questions because it
excludes them from the process. The diagram below depicts some behavioral
changes that teachers can make to better fulfill their roles.
A Brief Lesson Plan Promoting Research-Based Learning in Araling
Panlipunan
Pamantayan
sa Pagganap

Layunin

Paksa
Konsepto

Balangkas

Batayang
Kaisipan

Babasahin

Kagamitan

Pamamaraan

A. PANIMULANG GAWAIN

1.
2.
3.
4.
5.
B. PANLINANG NA GAWAIN

1. Balik-Aral

2. Pagganyak

C. PAGLALAHAD NG TALAKAYAN

1. Gawain

2. Pagsusuri

3. Paghahalaw

4. Paglalapat
D. PAGTATASA

E. TAKDANG-ARALIN

Outcome-based Assessment

A. MULTIPLE CHOICE
Direction: Choose the letter of the correct answer.

1. Constructivism taught that learners or _

knowledge from the activities that they engaged in during instruction.
a. internalized, constructed
b. discovered, encountered
c. understood, constructed
d. understood, mastered

2. Which of these is NOT a benefit of project-based learning?

a. increased motivation
b. improved reading
c. improved higher-order thinking
d. increased self-direction in class

3. Which of the following is an advantage of Problem Based learning?

a. leads to a long-term retention of the content
b. takes a lot of time to complete
c. students could potentially perform poorer on the exam
d. students may not have the critical thinking skills needed

4. The following phrases are characteristics of Problem-based learning

EXCEPT:
a. Promote long-term knowledge retention
b. Demands constant monitoring
c. Accommodates diverse learning needs
d. Espouses teamwork and collaboration

5. Which best describes problem-based learning?

a. Have students recite information back
b. Have students memorize vocabulary
c. Have students complete their own research to learn
d. Have students learn via lecture notes and complete a project

References
https://adriana.com.ph/products/principles-of-teaching-1
https://www.studocu.com/ph/document/university-of-southern-
mindanao/technology-for-teaching-and-learning-1/eng-ed-321-s2-2022-unit-ii-
integrating-active-learning-approaches-in-language-learning/31282363
https://www.gettingsmart.com/category/project-based-learning/
https://www.itac.edu.au/blog/teaching-strategies/problem-based-learning
Module 3: Using Open-Ended Tools in
Facilitating Social Science Learning

Introduction:
Open-ended tools, also known as productivity software applications, are ICT
tools that assist teachers and learners in making their learning as concrete,
efficient, encouraging, and meaningful as possible. It is becoming increasingly
crucial to employ open-ended tools in the classroom because they allow
students to practice critical and creative thinking, increase their problem-solving
abilities, and enhance their overall learning experiences. Teachers may give
students a flexible, dynamic learning environment that encourages discovery
by employing open-ended tools, which can assist to boost their motivation and
engagement. The usage of these technologies may also encourage teamwork
and communication skills in students and provide them with a more hands-on
learning experience that can help them comprehend the material better.

To satisfy the needs of students in the 21st-century classroom, open-ended

tools and/or productivity tools are essential to any teaching-learning process.
Because students have distinct personalities, and problem-solving
requirements, Palmer (2015) contends that teachers must exhibit 21st century
qualities to satisfy the expectations of 21st century learners. With the help of
these resources, students may interact more actively and directly with difficult
social science subjects in an effort and develop their critical thinking abilities.
Moreover, they provide students the chance to put what they have learned into
practice in real-world settings, which helps to boost their relevance and interest
in the topic. Open-ended tools can assist students create a feeling of
empowerment and agency by fostering creative problem-solving and critical
thinking, furthering their learning and growth.

This module will tackle two (2) different lessons. Lesson one (1) is the
Productivity Software Applications for Social Studies Teaching and Learning.
This lesson will introduce teachers to various productivity software applications
and how they can be used to enhance the teaching and learning of social
science. The lesson will likely cover topics such as the features and benefits of
various productivity software applications, how to use these tools to manage
schedules, communicate with students and parents, and best practices for
introducing these tools into the subject matter. Lesson two (2) is the Student
Sample Projects Using Social Studies Digital Tools. In this lesson, it will focus
on the use of technology in social studies learning. It will also showcase
different ways students can use digital tools to demonstrate their understanding
of social science concepts. The aim of the lesson is to provide students with
hands-on experience using these tools to inspire creativity and critical thinking.
By incorporating these digital tools, students can build their digital literacy skills
while also expressing their knowledge in a dynamic and engaging manner.

The following skills will be attained by the students by the end of this
module: planning social studies lessons that can be best presented using open-
ended tools or productivity software applications; exploring the available open-
ended tools for social studies teaching and learning; searching for open-ended
tools that can provide access to resources and lessons; and finally,
demonstrating how these open-ended tools or productivity software
applications can be maximized for social studies teaching and learning.
Lesson 1: Productivity Software Applications for
Social Studies Teaching and Learning

Intended Learning Outcomes:

At the end of this lesson, students are expected to attain the following:
a. Discuss the different uses of productivity software applications that can
be used in social science teaching and learning.
b. Share experiences in using productivity software applications to support
the teaching and learning of social studies, such as creating presentations,
organizing and managing information, and facilitating communication and
collaboration.
c. Develop critical thinking and problem-solving skills by evaluating the
effectiveness of different technology-based approaches to social science
teaching and learning.

CHECK me up!

Direction: Think about how well you are studying before, during, and after the
Pandemic. Place a checkmark beside the different productivity software applications
that you already used in social studies learning. After putting a checked mark, in a form
of a bullet point, write inside the box the uses of this application software.

Google Classroom
Edmodo
Timeline - World history
Geo Touch
Microsoft PowerPoint
Google
Publisher
Social Studies Friendzy
YouTube
Microsoft Word
Evernote
Google Book
Kahoot
Microsoft Excel

A. Instruction: Write a reflection paper about your personal experiences

on using productivity application software. Refer to the guide questions and
write your answer on the box provided. You will be graded according to the
criteria below.

Guide Questions:
1. What are the personal challenges or problems you encountered using
productivity application software?
2. How difficult or easy is it to use the productivity application software?
3. How can you say that the use of productivity application software
developed your critical thinking and problem-solving skills?
Criteria in Rating Reflection

Criteria Excellent Good Fair Poor

(4) (3) (2) (1)

Brainstorming Insightful Significant Analysis, Rude and

synthesis, data, synthesis, and superficial;
analysis, and analysis, evaluation devoid of
evaluation, synthesis, efforts are examination
and and mediocre and or analysis;
transparent evaluation routine; there missing
links to earlier evidence are few links substantial
work or real- are and hazy connections
world included. generalizations to any
examples However, are provided related
occasionally materials or
there are being off-
links that topic
are either
overtly
obvious or
ambiguous

Self- High- Relates There isn't Disconnect

Observation quality entries theories and much evidence from
incorporate a concepts to to support the personal life
personal one's own relationship,
perspective life and so and many
that connects shows a relationships
reading, personal need
learning, and connection justification or
practical to the further
experiences. academic information
community
..

Surface Occasionally Almost no Glaring The

Attribute making a stylistic or grammatical or message is
Explain Me!
Answer the following processing questions.

1. What was your basis with your answer/responses?

2. Looking back to your answers, are the different productivity software

applications are useful in facilitating your learning? Why? Why not?

3. In what way does productivity application software help you to become

learning more easier?

4. As a student, why is it important to know how to use the different

productivity software applications?

2. How can you say that this productivity application software help you to
make subject more interesting?

3. Rate the effectiveness of the different productivity application software

that you already used in your Social Studies subject. From 1-10, ten (10)
being the highest and one (1) being the lowest. Kindly indicate a short
explanation to your answer

Productivity software applications are ICT tools that support educators

and learners in making their collaborative learning as real, effective, motivating,
and relevant as they can. The usage of these technologies is essential to any
teaching-learning process because it helps educators fulfill the needs of
students in 21st-century classrooms. According to Palmer (2015), in order to
address the needs of 21st century students, instructors must exhibit 21st
century skills.. Below are the list of Productivity Application Software that
the 21st century learner are commonly use in Social Studies classroom.

1. PUBLISHER

A desktop publishing tool called Publisher enables you

to make publications that are visually appealing and
appear professional.

Your PC's Publisher program allows you to:

 Layout material using a number of pre-designed

templates for a print or online magazine.
https://support.microsoft.com/e
 Produce straightforward goods like labels and
n-us/office/create-a-publication
greeting cards.
 Construct challenging projects like annual reports,
catalogs, and expert email newsletters.

2. GOOGLE CLASSROOM

Teachers can assign projects, collect student work,

grade papers, and then return them to students using
the Google Classroom suite of online tools. It was
created to promote digital learning and get rid of paper
in the classroom. It was initially meant to be used in
conjunction with in-class computers, such as
Chromebooks, to facilitate information and task sharing between teachers and
students.

3. GOOGLE KEEP
When students are writing a research paper or
any other kind of paper, they can access all their
Google Keep notes right from that right-hand margin
in Google Documents. They don't have to leave the
document; they can stay right there in the document
https://play.google.com/st
ore/apps/detail
and continue writing. Google Keep is one of those
tools that people frequently overlook in G suite for
education, but it's a fantastic tool for bookmarking
Image source:
https://keep.google.com/u/0/

4. WORD
The creation of simple and complex papers
is made possible by the word processing program
MICROSOFT WORD. When you sign up for Office
365, you will have access to both the online and
download versions of the software. Using the
online version, you may collaborate and share your
Image source:
https://blogs.umass.edu/onlinetools/c
filesommunity-centered-tools/google-
with others in real time.
keep/
Image source:
microsoft.office.word&hl=en&gl=
US&pli=1

Benefits of MS Word in the classroom:

 MS Word offers a strong platform for essays, research papers, and other
written projects. Students can examine their work for quality using tools like
word count, grammar check, and spell check.

 MS Word makes it simple for students to work together on group projects. It is

simpler to share ideas and collaborate when multiple students simultaneously
work on the same document.
 MS Word is a commonly used program that many pupils are already familiar
with. This reduces difficulties to learning by making it simple for users to access
and use the program.

5. MICROSOFT
POWERPOINT

Microsoft PowerPoint is a strong

presenting tool. It is typically included in the
company's Microsoft Office software suite
along with Word, Excel, and other Office
productivity tools. The program is used to
create intricate business presentations, simple
Image source: lesson plans, and much more. It uses slides to
https://en.wikipedia.org/wiki/Microsoft
_PowerPoint deliver multimedia-rich information.

Benefits of Microsoft PowerPoint in the classroom:

1. Visual Aids PowerPoint allows teachers to create and display visual

aids that can help students better understand complex topics. Teachers can
use graphics, images, videos, and animations to make their presentations
more engaging and interactive.

2. Organization PowerPoint is a great tool for organizing information into

easily digestible chunks. Teachers can create bullet points, subheadings, and
other visual cues to help students follow along and retain information.

3. Flexibility PowerPoint is a flexible tool that can be customized to fit the

needs of different teachers and students. It allows teachers to create custom
templates, choose from a variety of fonts and colors, and even create their
own graphics and animations.

4. Collaboration PowerPoint allows for collaboration between teachers

and students. Students can work together on group projects and
presentations, and teachers can provide feedback and make revisions in real
time.

5. Time-Saving PowerPoint can save time for both teachers and

students. Teachers can use pre-designed templates to create professional-
looking presentations quickly, and students can use PowerPoint to create
their own presentations for assignments and projects.
References: https://www.techopedia.com/definition/5457/microsoft-
powerpoint-ppt

6. MICROSOFT EXCEL

The Office family of business software

packages includes Microsoft's Excel
spreadsheet tool. Spreadsheets may be
formatted, organized, and computed by
Microsoft Excel users. When new or modified
data is introduced, data analysts and other
users can make information easier to study
by arranging the data using software like
Image source:
microsoft.office.excel&hl=enUS&gl Excel. In Excel, the rectangular containers
=US
are known as cells, and they are organized
into rows and columns.

Benefits of using Excel inside the classroom:

1. Data analysis Excel is a powerful tool for organizing, analyzing, and

visualizing data. Students can learn how to input data and create charts and
graphs to help them better understand the information they are studying.
2. Budgeting and finance Excel can be used to create budgets and
financial models. Teachers can use Excel to teach students about budgeting,
saving, and investing, while students can use it to track their own personal
finances.
3. Project management Excel can be used to plan and track projects, both
in the classroom and in real-world scenarios. Students can learn about project
management skills such as setting timelines, prioritizing tasks, and managing
resources.
4. Collaboration Excel can be used for collaborative projects, where
students work together to input data, create charts and graphs, and analyze
information. This can help students develop teamwork skills and learn how to
work effectively with others.
Reference:
https://www.techtarget.com/searchenterprisedesktop/definition/Excel#:~:text=
Microsoft%20Excel%20enables%20users%20to,ordered%20in%20rows%20a
nd%20columns.\

7. FILMORAGO

A video-making app for iOS and Android

is called Filmora. Students may produce
and edit films using the FilmoraGo
smartphone application. Students may
wish to create a cinematic masterpiece or
simply add some flair to a home film.

Why Filmora is helpful in a Social Studies class?

If you're wondering why choose FilmoraGo, here's why:

 You can film and edit videos simultaneously in one location with
FilmoraGo. Get instantaneous creativity at your disposal.
 There are a ton of fashionable and modern stickers, filters, and effects
available for you to choose from.
 FilmoraGo offers the ideal one for you, whether you're aiming for cool,
charming, or mind-blowing.
 Millions of tracks are included in the music collection of FilmoraGo. Here,
you may quickly locate the ideal musical accompaniment for your music videos.
Use it as a music player, if you like.

Reference: https://www.computerhope.com/jargon/f/filmora.htm
8. KAHOOT

Technology for education is

employed on the Norwegian game-
based learning website Kahoot. It
features multiple-choice quizzes
created by users, sometimes
referred to as "kahoots," which may
be accessible by a web browser or
Image source: the Kahoot app. There are also
https://kahoot.com/library/kahoot-logo/
trivia tests included.

Benefits of Kahoot Application in a Social Studies Classroom:

• Increase engagement - a gamified learning technique may make social

studies sessions for students more enjoyable and interesting.

• Active learning - Kahoot encourages students to use their knowledge in the

present moment and to think critically. Also, it enables students to get
immediate feedback on their replies, which may aid them in determining what
areas they need to work on.

• Assessment - can be used to gauge student development and gauge their

learning. The platform allows teachers to design tests and questionnaires that
follow social studies standards and objectives.

• Differentiation - this technique enables teachers to design tests and

dialogues that may be adjusted for various learning trajectories and modalities.
Students who are having trouble keeping up with the class or who need an extra
challenge might benefit from this.

• Collaboration - By allowing students to work in groups to address issues and

find solutions, cooperation among students may be facilitated.

References:https://blogs.umass.edu/onlinetools/assessment-centered-
tools/kahoot/
9. QUIZLET

A web-based service called quizlet enables users

to make study aids including interactive
flashcards, quizzes, and study games. With
Quizlet, students may select their own "Study
Mode," making it simple and quick to switch the
activity material from flashcards to matching
games to other kinds of study activities.
Image source: NqqVEjntzPtM

Benefits of Quizlet Application in a Social Studies Classroom:

• Customized learning - enables students to design and build their own study
groups, allowing them to focus on the areas in which they most need assistance
and personalize their learning.

• Key idea reinforcement - quizzes and flashcards can help students review
language and important social studies themes. In order to improve their
memory, students can go through the content at their own leisure.

• Accessibility – available on a variety of platforms, including PCs, laptops,

tablets, and smartphones, making it simple for students to study and review
social studies content while on the go.

Reference: https://courses.dcs.wisc.edu/design-
teaching/Wordpress%20files/modules/Engagement%20Tools/quizlet_ped.htm
l
10. CANVA

Canva is an effective design tool that can

be used in schools to produce projects that not
only impress kids but also assist in teaching them
the fundamentals of digital design.

With the help of this free application, students

and instructors may work on picture editing,
design layout, and other tasks on an intuitive
platform.
Image source:
https://www.google.com/search?q=canv
a+image&sxsrf=APwXE
While students may utilize this to submit projects,
it can also help them develop their creative
Benefits of Canva inside a problem-solving skills. The software also allows
Social Studies classroom:

 Make interesting visual aids - enables educators and students to

produce interesting visual aids, such as infographics, posters, and
presentations, that can aid in the explanation of challenging social studies
concepts. These visual aids might make the subject easier for pupils to
comprehend and recall.
 Collaboration - Canva makes it simple for students and teachers to
work together, which may help students learn from one another and produce
more interesting and instructive visual materials.
 Canva may assist students in developing digital literacy abilities that will
be beneficial in their future academic and professional activities. This can be
done in a social studies class.

References: https://www.techlearning.com/how-to/what-is-canva-and-how-
does-it-work-for-education
11. YOUTUBE Online video watching is simple
thanks to YouTube, a free video-
sharing platform. Even better, you may
make your own videos to post and
share with others. Since its launch in
2005, YouTube has grown to become
one of the most visited websites online,
Image source: with users watching around 6 billion
https://www.google.com/search?q=w
hat hours of video each month.

Benefits of YouTube in a Social Studies classroom:

 Access to primary sources: Students may get a greater knowledge of

historical events and contemporary concerns by watching historical speeches,
news reports, and films that are available on YouTube.
 Visual and auditory learning: YouTube videos may be used by
students who prefer to learn through sight and sound. For some pupils,
watching videos might be a more interesting method to study.
 Different viewpoints: YouTube videos may provide students access to
many viewpoints on social issues and historical events, which can help them
comprehend these subjects more deeply.
 Differentiation: YouTube offers a variety of social studies-related films
that may be utilized to adapt lessons to various learning styles and abilities.
 Participatory Learning activities, such as discussions, debates, and
team projects, can be facilitated via YouTube. This can aid in the development
of pupils' communication and critical thinking abilities.

Reference: https://edu.gcfglobal.org/en/youtube/what-is-youtube/1/
The mentioned applications above are a few examples of various productivity
software applications that we can use specifically inside a social studies
classroom. These can be useful not just to the students but also to the
educators. Considering (1) organization and time management, Productivity
software applications can help students and teachers stay organized and
manage their time effectively; (2) collaboration and communication, such as
Microsoft Teams, Google Drive, and Dropbox can facilitate collaboration and
communication among students and teachers. They can be used to share
documents, presentations, and other materials, as well as to provide feedback
and ask questions; (3) presentation and publication such as PowerPoint,
Prezi, and Canva can help students create and publish presentations, posters,
and other materials related to social studies topics; (4) data analysis and
visualization such as Excel, Tableau, and Infogram can help students analyze
and visualize data related to social studies topics. They can be used to create
charts, graphs, and maps, as well as to explore trends and patterns. (5) Active
Learning Game-based app applications such as kahoot and Quizlet can
promote active learning by requiring students to interact with the material in real
time.

Overall, productivity software applications can be useful tools for promoting

organization, collaboration, communication, note-taking, research,
presentation, publication, data analysis, and visualization in social studies
classrooms. However, it is important to choose the right tools for the task and
ensure that they are used appropriately and ethical.

My Dream PSA Board!

Instruction: Create your dream board. Think about a year from now you will
graduate and become a teacher. As a 21st century educator, specify what
productivity software applications you want to use and engage your students
with. You can draw or cut pictures on magazines, brochure, or anything that
has an image of your chosen software applications. Paste or draw your work
inside the box.

Example of a Dream
Board: Make your dream
board, 5 years after
college graduation.
Specify what you aspire to
be in terms of your career,
financial, and life plans, etc.

MY DREAM PSA BOARD <3

Outcome-Based Assessment

1. Teacher El wants his class to associated with computers and related

technologies that can be used as tools for professional, or classroom
productivity. Examples: Microsoft office, Apple Works word processing, grade
and record keeping, web page production, presentation). What type of tool is
being describe in the situation?

a. Technology Tool c. Design Tools

b. Productivity Tools d. Email Tools

2. Carmela was assigned by her teacher to create a report to be

presented on class the following day. When she went home, she immediately
picked up her laptop and start doing her task. What appropriate productivity
application software Carmela should use to come up with a good report?

a. MS Word c. FilmoraGo
b. MS PowerPoint. d. Textbooks

3. Teacher Ems would like to integrate technology in writing a friendly

letter. Which of the following is the most effective way of doing it?

a. Let the students surf a friendly letter from the internet

b. Have the students write a friendly letter and send it through email
c. Have the pupils forward a downloaded friendly letter via email
d. Let the students write a friendly letter using word processing and have it
critiqued by their peers

4. Just as there are benefits in using productivity application software,

there are also risks that accompany it. Which statement is the best
paraphrase?

a. Learners can continually connect as they collaborate to accomplish a task or

homework using different productivity application software.
b. Students may expose more on using technology to the point that their health
would be at risk.
c. Teachers and parents or guardians are protective to the extent of
disallowing youngers to use the productivity tools which includes the social
networking sites.
d. There are payoffs and pitfalls when one is active in using online/offline
productivity application software.

5. Ms. Demi, a computer teacher, demonstrates understanding of local

and global issues and exhibits ethical and legal use of productivity application
software tools. Which is true about her?

a. She models digital-age work and learning

b. She facilitates and inspire student learning and creativity
c. She promotes and models digital citizenship and responsibility
d. She design and develops digital-age learning experiences and
assessments
References

Article

Almazan, F. M., Balao, J. I., Pabuna, H. R., & Uy, N. A. (2020). Use of Productivity
Applications. Ascendens Asia Journal of Multidisciplinary Research Abstracts.

Gilb, T. (1983). Increasing software productivity. Data Processing, 25(7), 16–20.

https://doi.org/10.1016/0011-684X(83)90241-1

Book
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2. Lorimar.

Links/Websites

https://www.scribd.com/document/547645332/TTL-2-CHAPTER-3-
Productivity-Software-ApplicationTools-for-Teaching-and-Learning-Rev-2021-
1

https://www.applicationperformancemanagement.org/software/productivity-
software/

https://prezi.com/p/hv-gdivrhtfx/productivity-software-applications-tools-for-
teaching-and-learning/
Lesson 2: Student Sample Projects Using Social
Science Digital Tools

Intended Learning Outcome:

At the end of the lesson, the students are expected to;
 Apply selected social studies digital tools in student sample project.

Guess the Pic!

Direction: Using the different illustrations below, try to answer what is being asked in
each number.
Answer:

1. An electronic tool for organizing, processing, and storing data in tabular form. It is
created as digital counterparts to traditional paper accounting worksheets.

+ + =
2. Students can access practice tests, flashcards, and other resources on this website to
help them check their knowledge and prepare for forthcoming tests and exams. These
same practice-type tools are also provided, and the course instructor can personalize it.

+ =
3. A presentation that resembles a poster presentation, except that the
content is on computer slides as opposed to actual posters. These are
frequently used in conjunction with oral presentations; they shouldn't only
serve as speaking notes; rather, they should improve the presentation.
Audio and visual material are also acceptable.

+ + + =

4. A platform for online gaming-based education. It enables parents,

groups, and educators to set up enjoyable web-based learning for others.
Your parents, players, or coaches may fall under this category.

+ =
5. A word processor that enables the production of both simple and
complex documents.

+ + =

Answer Me!

Process Questions
1. How did you find the activity? Did you find it easy or difficult?
2. What was your basis with your answers/responses?

3. How sure are you with your answers? Justify your reason.
____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Core Questions
1. What social studies digital tools have been used by your teachers in the teaching
and learning process?

2. Can the use of social studies digital tools in the classroom enhance teacher
productivity and student's learning? Explain.

Students as Digital Savvy

Students today are more tech-savvy than ever. They appear to be programmed
to learn in a different way than through more conventional means, according to
Wainwright (2015). They are exposed to a wide variety and vast array of
internet applications. In order to maximize learning and teaching, we are
therefore expected to become familiar with using these internet resources. A
great teacher cannot be replaced by technology in the classroom, but a
classroom that uses technology in conjunction with a great teacher can produce
outstanding education.

Your life as a teacher can be made easier by figuring out creative ways to
employ technology in the classroom, which can also increase students' interest
in and engagement with classes. There are no restrictions on how technology
can be used in the classroom to create an enhanced learning environment, from
promoting peer-to-peer and teacher-to-student communication to organizing
curriculum calendars and adding media and visuals into presentations and
lessons.
Social Studies Learning Via Digital Tools
Many educators have trouble inspiring children to learn. Due to the students'
perception that social studies is dull, this is particularly common in those
classrooms (Schug, Todd, & Berry, 1984; Shaughnessy & Haladyana, 1985).
In order to engage students in the learning process while using a comfortable
teaching tool that increases students' self-efficacy and self-worth, this article
promotes the use of technology in social studies. The expectancy-value model
of motivation is discussed in relation to the potential that technology has to
motivate students (emotional reactions to the task and self-worth
assessments). This model focuses on three aspects of motivational theory
(Pintrich & Schunk, 1996): value (students' beliefs about the significance or
value of a task), expectancy (students' beliefs about their ability or skill to
perform the task), and affective (students' beliefs about how to perform the
task).
Projects in Social Studies Using Five Simple Techie Tools
Julie Smith a.k.a. The Techie Teacher discovered five simple techie tools for
social studies project
1. Scribble Maps
When teaching social studies and you want your students to recognize both
natural and man-made landmarks, Scribble Maps is a useful mapping resource.
Students can mark the landmarks with the sketching tools before writing about
them with the placemark tools. For example, give them
a list of ten landmarks to name, for instance, and ask
them to utilize the numbered placemark icons to find
and describe each site.
The drawing tools will help students make their
placemarks standout. Today's teachers can provide
their students a real-world geography experience by
virtually "flying" from place to place with the aid of
technology. This digital tool will work in the web https://www.thetechieteacher.n
et/2015/08/5-easy-techie-tools-
browser on your laptop, Chromebook, iPad, or Android
for-social-studies.html?m=1
tablet.

2. PowerPoint Presentations

Teachers can use PowerPoint to assist them

prepare lectures and presentations by helping them
concentrate their material on the main concepts and
substance. One can type lecture notes, which can then
be converted into slides. The lecture notes could be
distributed as handouts to go along with the presentation
or printed as notes pages (printed pages with author
notes below the slide they follow.)
For example, when giving a lecture or brief
lecture, you can utilize PowerPoint to highlight crucial
points in your presentation. Projecting timelines and
images is made easier by PowerPoint's graphic layout.
You can still give a PowerPoint outline of your
presentation even without writing anything on the board. https://slidesgo.com/theme/s
ocial-studies-class

3. Newspaper Generator
Create an article clipping with your own headline
and content. Your students can summarize the
key idea of a historical event by visiting The
Newspaper Clipping Generator online. This is an
excellent approach to incorporate language arts
and social studies kids. You only need to input https://www.fodey.com/gener
your paper's title, date, header, and story. When youators/newspaper/snippet.asp
select "Generate," you
instantly get this adorable result:
4. Timeline Maker
Students can modify the quantity of events, the font, and the size of their
timeline using the timeline maker's straightforward input interface.
Example:

6. Facebook for Historical Figure

https://www.thetechieteacher.net/2015/08/5-easy-techie-tools-for-
This website is undoubtedly already recognized to many of you, but it is
social-studies.html?m=1
always popular. Making "fake" Facebook pages for historical figures is
possible with Fakebook. Before uploading any photographs to this
website, students first conduct image searches. A word of caution:
Although this website encourages
users to "Browse Google for
photographs," you have to be guided
with the copyright law.

https://www.thetechieteacher.net/2015
/08/5-easy-techie-tools-for-social-
“Relate Much!”

Create a reflection paper in Microsoft Word about your own experiences

with social studies digital tools.

Outcomes-based Assessment
1. Teacher Jane wants her students to locate at least five different landmarks
here in the Philippines. What will be the appropriate social studies tools should
she use?
a. Timeline Maker c. Scribble Map
b. Facebook d. Newspaper Generator

2. Students today are more tech-savvy than ever. “It’s almost they are
programmed to learn differently than traditional past methods”
(/Wainright,2015). As a teacher, what will you do to facilitate teaching and
learning process effectively?
a) Familiarize yourself with the use of the different digital tools and find
innovative ways to maximize teaching and learning.
b) Do not let your students use different digital tools especially during the
teaching and learning process
c) Limit your students with the information found in the book.
d) Let them explore different digital tools but do not acknowledge their
ideas.

3. The motivation of students to learn, particularly in social studies, is a

challenge for many professors. What will be the best thing to do to change the
perceptions of the learners in this subject?
a) Ask students to recite and memorize the content of the lesson
b) Foster a learning environment that both enhances educators and the
learners’ comfort and confidence in using technology as an integral part
of their teaching repertoire.
c) Take the responsibility of knowledge dispensers, not the facilitators
d) Use the chalk and talk method of teaching.
4. How digital tools can enhance content and student learning?
a) Open environments are produced through digital tools.
b) It fosters involvement by questioning and responding.
c) It gives students time to prepare their responses, encouraging the
sharing of different viewpoints and cooperation.
d) All of the above

5. Which of the statement below shows the integration of digital tools in student
sample projects?
I. Creating historical figure or character from a novel through Fakebook
II. Designing web content
III. Blogging
IV. Launching a Wiki Page for a collaborative assignment

a) I only
b) I and II only
c) I, II, and III only
d) I, II, III, and IV
References
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning 2
Mathematics and Science Education. Lorimar.
https://www.fodey.com/generators/newspaper/snippet.asp
https://www.scribblemaps.com/
https://www.thetechieteacher.net/2015/08/5-easy-techie-tools-for-social-
studies.html?m=1
MODULE 4: Producing Learning Resources
Using Technology Tools
INTRODUCTION

Technology in education is nothing new as it aims on developing

functionally literate and developed learners who possess 21st century learner
skills using instructional materials. Instructional materials are ways and means
to make the teaching and learning process simple, more meaningful, and
intelligible, according to Onyeachu (2010). The knowledge or content that is
taught in a course is referred to as instructional materials. These comprise the
course's lectures, readings, textbooks, multimedia lessons, and other materials.
These resources can be utilized in both in-person and online classrooms, but
some will need to be altered or completely reworked for the online setting. The
most effective learning resources are coordinated with all other course
components, such as the learning objectives, tests, and activities. The
fundamental knowledge that students will encounter, discover, and use during
a course is provided by the instructional materials. They can motivate or
discourage students. Teachers can employ a variety of technological tools both
within and outside the classroom to improve students' learning. The concepts
and methods of utilizing technology in teaching is known as instructional
technology. Educational technology may take many different forms and
includes the creation, implementation, usage, management, and evaluation of
technology in education. Instructional technology could encompass anything
from virtual reality classrooms to online courses to digital whiteboards.
Technology utilized in educational contexts is referred to by the term
"educational technology." Producing learning materials using technology tools
in teaching and learning process in Social Science is important as it brings more
balanced approach to instruction. Instructional Materials (IM’s) are very
important in teaching and learning Social Science because they contribute to
the enhancement, visualization and development of student learning and
teaching. The needs of using technology in producing instructional materials in
social science program is needed to “stay float” in a highly emphasized reading
era of education. Teachers' confidence in oneself to deliver their teachings is
increased by using well-prepared IMs, and learners are given the chance to
apply what they have learned. A social science teacher can also extend their
impact outside of the classroom thanks to technology. The utilization of
WebQuests online has shown to be a highly useful tool for teachers. A
webquest is an inquiry-based project where students use mainly or only online
resources for their information. While educating students with the knowledge,
abilities, and values required to become good citizens—which are the essential
goals of the social studies—effective technology integration gives chances to
enhance the teaching of social studies and foster student motivation.

To improve the method of instruction and learning, some teachers

continue to use traditional instructional aids. This module intends to
demonstrate several approaches to creating instructional materials for social
science teaching and learning utilizing technological tools or various creative
ICT-based instructional resources. Lesson 1 of this module will cover the
qualities of suitable educational materials for social science teaching. In this
lesson, we'll talk about how to properly use technology in the classroom to teach
social science concepts like sufficiency, sustainability, and effective use.It
should be mentioned that there is no disputing the fact that educational tools
are highly helpful in enhancing students' academic achievement in both
teaching and learning. To improve IM development and presentation, the texts,
charts, models, and various other things typically offered in printed documents
will be presented via interactive ICT technologies.

As a result, at the conclusion of the lesson, students should be able to:

First, identify various learning resources (IMs) and technological tools utilized
for social science teaching. Second, describe the qualities of
effective/appropriate IMs and technological resources for learning social
science. Third, develop IMs that will improve social science learning using
particular technological resources for delivering the learning plan. Finally,
evaluate the applicability and relevance of ICT resources for social science
learning. To achieve a successful educational process, teachers are also
needed to develop innovative production abilities. In contrast, learners are
expected to recognize the critical elements that go into creating instructional
materials and to gain the knowledge necessary to create specific instructional
content.
LESSON 1: Characteristics of Appropriate Instructional materials in
Social Science Teaching

The learners should be able to at the conclusion of the lesson:

 Identify different instructional materials (IMs) and technological assets
for social science education.
 Describe the qualities of effective/suitable IMs and technological tools
for learning social science.
 Utilizing chosen technological tools to deliver the learning strategy,
create IMs that will improve social sciences learning.
 Assess the relevance and appropriateness of ICT resources in social
science learning.

I-COMIC CONNECT!
To be able to attain the stated intended learning outcomes, do the
activity below.

Direction: A comic will be provided wherein the conversations are missing

important information. The student has the freedom to answer based on their
understanding. The comics conversation will be connected and completed to
come up with the main idea through a single guide question: As a future
teacher, how can we teach social
Explain Me!

Answer the following questions in connection from the above activity.

1. How do you find the activity? Justify.

2. What are instructional materials?

Understand Me!

Because social science is comprised of many distinct disciplines, ICTs,

or information and communication technologies, can be extremely beneficial as
teaching aids in this subject area. The need to digest data quickly and
incorporate voice, music, video, photos, and text into the lessons can be fully
handled with the use of ICTs in social science education.

The acceptability, sufficiency, and effective exploitation of these

technologies as tools and resources in the teaching of social science subjects
will also be covered in this module. There are numerous educational resources
that can be created to improve the teaching-learning process in social science.
With the use of technology, these teaching materials can be prepared without
a doubt. This module will include some of the standard social science teaching
resources.

Computer-Based Instructional Tools and Materials in Social Science

Teaching

The various technological resources utilized in social science education

are completely supportive of the various kinds of instructional materials
frequently employed in this field. The instruction of social science may benefit
from the computer-based learning techniques, and resources listed below.

Social Science Instructional Materials Supported by Technology Tools

The following examples of technology tools can be used in social science
teaching.

1. Instructional Charts
A chart is one of the often-used types
of teaching and learning resources in
social science. Charts can be seen
https://www.toddchart.com/Products/Admiralty-
in printed materials, but with the Instructional-Chart---5041-Thames-Estuary/AC5041

help of technology, their

presentation can be improved, and they can be shown in 3D or 4D.
Students hone their critical thinking and problem-solving abilities using
charts. The technical tools listed below are only a few of the numerous
that may be used to create charts.

a) Microsoft Word
In addition to allowing you to produce
papers, Microsoft Word also provides a
feature that enables you to design charts
and graphs that will https://learnbrite.com/microsoft-office-365-microsoft-
word-365-online/
enhance the visual
attractiveness of your data presentation..

b) Microsoft PowerPoint
There are many options available in
PowerPoint to make your presentation
interactive. The ability to exhibit a chart on
https://www.pcmag.com/reviews/microsoft-
a slide is one of its capabilities.. powerpoint-2016

c) iOs, Android, and Windows Phone and iPad

Chart Maker Apps
These are 3D charts, Chart Maker
https://play.google.com/store/apps/details?id=com.
dertsizvebugsiz.chartmakerpro&hl=en
2. Posters
In order to foster their creativity and enable them to
communicate their thoughts visually, several
Philippine schools have started forcing their
students to take part in poster-making activities.
Students now have access to tutorial videos on
YouTube, which allows them to create more original
and digitalized posters.
https://www.pinterest.com/pin/poster-making--
Additionally, students can 658792251738923832/

download a variety of applications

to use for their poster-making project. These are free samples of the
accessible free poster making software.:

a. Spark Post
Using your PC or an iOS mobile device, Adobe Spark
is a collection of design tools that let you create your
own posters, movies, and websites. This group of
apps' poster-creation function is named Spark Post.
This program provides a variety of https://play.google.com/store/apps/details?id=com.
dertsizvebugsiz.chartmakerpro&hl=en
poster designs and layouts that
you can utilize to design your own unique posters for printing and sharing
on social media.

b. Canva’s Poster Maker

https://www.canva.com/create/poster
c. A team of experienced designers created hundreds
of templates for Canva's poster maker. Templates
offer quick ways to create beautiful designs. In a few
minutes, you can have a unique poster.
d. Block Posters
https://www.blockposters.com/
You can create your own poster with free building
blocks. Upload a photo, make your selections, then
download and print your own customized enormous
poster.
e. Posterini
https://www.posterini.com/
The Posterini poster creator reinvents what design is by
creatively fusing augmented reality, artificial intelligence,
and gamification.

f. PosterMyWall
https://www.postermywall.com/
It is website that features amazing poster templates and has
an easy-to-use custom graphics service.

3. Slide
Slides and film strips are the most important visual aids among the
numerous kinds of projection-compatible materials. They are really
beneficial in the classroom. In the past, transparent slide projectors have
been used to project images onto a wall or screen. Teachers now
frequently use cutting-edge, enlightening presentation software. These
presentation software programs offer several excellent capabilities that
can make instructional presentations seem and feel almost exactly like
genuine items and subjects. These include:

a. Microsoft PowerPoint
According to Segundo and Salazar's (2011) research,
PowerPoint has grown to be the most used presentation
tool in the world. It is a full-featured presentation tool that
enables teachers to create presentations that appear like
they were created by the teacher. in EFL classrooms.
https://www.pcmag.com/reviews/microsoft-
powerpoint-2016
b. PowToon
PowToon is a web-based tool that gives a
variety of media selections, graphics,
cartoons, and animated images to make
animated presentations that flow naturally
and logically, according to Semaan and
Ismail's (2018) research. It also has
https://www.powtoon.
student accounts for project-based learning in the classroom. Any topic
com/blog/powtoon-
can be taught with PowToon. PowToon opens the path for the instruction
of higher order thinking abilities, such as summarizing and critical
thinking, which are necessary for a successful global citizen in the
twenty-first century..

c. Google Drive Presentation

Because Google Drive Presentation is

a cloud-based presentation, it is
always accessible because it can be
accessed from any device with an
internet connection, including a PC,
https://www.computerworld.
Chromebook, Android, and more. You com/article/3244125/chrome-
may easily share it with your students extensions-supercharge-
google-drive.html
in your social science lessons
because it is a component of Google's software Office Suite under
Google Drive..

d. Slide Rocket http://www.azurecap.com/sliderocket

You can make presentations for your
social science classrooms using this web-
based application. This program is
extremely comparable to other presenting tools like Prezi and
PowerPoint. Its templates, which may be utilized to enhance
presentations visually, are among its standout features.

e. Prezi https://prezi.com/
Prezi is reportedly frequently used for
presentations in academic instruction, like how
PowerPoint presentations are. Prezi https://prezi.com/
presentations are still being shared online for public viewing by teachers,
speakers in the public eye, and students. Yusny and Kumita (2016)
stressed the importance of carefully adhering to the principles of
instructional design while developing Prezi presentations for all
educational materials and the need to avoid overusing the features as
doing so could have a detrimental impact on learners.

4. Work Sheets and Forms

Not only may a worksheet be performed on printed materials, but it can
also be done online. A teacher can also create electronic forms using
word processing software like Microsoft Word.

a. Google Forms is a free online tool that you may use to design
surveys and tests. It is a component of the Google suite of
web-based applications, which also includes Google Docs,
Google Sheets, Google Slides, and more.
b. Monkey Survey Form – Users may develop, send, and
analyze surveys using SurveyMonkey, a cloud-based survey
platform. To enhance response rates, users can email surveys
to respondents and publish them on their websites and social
media profiles.
c. Paper Forms is a customizable web platform that aids teams
and small enterprises in streamlining tasks and accomplishing
more. Survey Planet- Survey planet is a survey solution that
provides an easy-to-use interface for both making your
surveys and exporting data. It is a free-to-use platform with
additional Pro features available.
d. QuickTapSurvey is a survey program that runs in the cloud.
An online survey creation interface, many question kinds,
branding choices, mobile forms, survey reports, and
integrations with third-party tools are just a few of the
capabilities offered by the service.
e. Type Form is an online form builder that assists users in
creating entertaining and visually appealing forms. Most of the
time, people use this survey builder to create surveys that are
extremely interactive and have questions that are easy for
respondents to answer.
f. Cognito Forms is a powerful online form builder with the most
comprehensive feature set available. It has an intuitive, user-
friendly layout. You can quickly design forms to benefit your
company, whether you're working from scratch or using a pre-
made template.
g. Ninja Forms is a free WordPress form builder plugin that lets
you create almost any kind of form you can think of, including
simple contact forms, event registration forms, file upload
forms, payment forms, and more.
5. Newsletters
A newsletter can be used to teach and learn social science. Through
drafting, reviewing, editing, and publishing, creating a newsletter will
help students strengthen their conceptual understanding as well as their
technical writing abilities. Students will learn how to
collaborate with others in the class through interaction.
Additionally, the following abilities can be developed:
 Writing, spelling, grammar, drafting, revising, and
editing.
 Imagination, confidence in using technical writing skills.

https://www.postermywall.com/i  Use of credible references

ndex.php/l/newsletter-templates
The following are also important to
consider when preparing for a newsletter (explorer, n.d.):
o Accuracy: Verify the facts, including the proper spelling of names.
Use the five Ws and H (Who, What, When, Where, Why, and
How) at all times.
o Readership: Who will read the article? Are they interested in your
story?
o Research: Always double-check the information you have
gathered. If necessary, consult reference resources.
o photographs: Don't wait until the last minute to include
photographs. Always consider how the accompanying image may
influence the reader's attention.
o Writing: What makes the story so amazing? - Get off to a strong
lead. Keep in mind that you want the reader to want to read more
after you capture their attention. Use the worksheet that follows
to help you write stories.

6. Pamphlets
A pamphlet is a brief, unbound booklet that focuses on one subject and
is frequently of an educational nature. Pamphlets
don't happen every day. They are written simply
and without a lot of jargon for the layperson. To
convey a concise message, authors coordinate
the presentation of https://www.stocklayouts.com/Templates/Pam
text and graphics. phlet/Make-A-Pamphlet-Design.aspx
There are numerous
methods to fold pamphlets, including in half, thirds, and fourths (Lucid
Press, 2020). The following are some examples of technology tools you
could utilize to create your pamphlets:
a. Microsoft Publisher
b. Adobe Spark
c. Lucid Press
7. BROCHURES
A brochure is used to promote a business, its
offerings, and its services (Lucid Press, 2020).
You could use the following software to create
your brochures: https://design.tutsplus.com/articles/what-is-
a-brochure--cms-37392

a. Microsoft Publisher
b. Canva
c. Venngage
d. Visme
e. Flipsnack

8. Cartoons

https://www.smithsonianmag.com/arts-culture/nancy-more-
relatable-ever-at-85-180969865

A cartoon is a straightforward depiction of a humorous event; occasionally, it

also makes satirical remarks about a serious or current issue. A series of
framed drawings that describe a story make up a stirp cartoon. Cartoon images
make it possible to talk about delicate subjects, making them ideal for
instruction and training.

Characteristics of an Effective and Efficient Instructional Materials

Learning social science requires more than just studying the textbooks
and course materials. A well-planned and well-designed educational resource
using ICT is essential. Planning, in-service training, and the creation of ICT
strategic plans, action plans, and strategic intervention materials for social
science instruction must all place a priority on social science capabilities.
The following qualities should be included in any teaching materials used
in the classroom.

Enhances Instructional Effectiveness

The teaching tools must be able to boost students' academic

performance in social science courses. By utilizing technology tools, concerned
parties like instructors, parents, and the school can keep track of children’s
progress and take appropriate action.

1.) Encourages Active Learning

It is intended that instructional materials will support active learning.
Students' attention is diverted and learning interest encouraged by using
interactive technology tools.
2.) Develops Critical Thinking
Critical thinking abilities among the students must be developed through
the design and use of technological tools and instructional materials.
3.) Take differentiating instruction into account.
Students come from different origins, have different IQs, and have
different learning styles. They pick up knowledge in various ways and in
other ways. They also convey their ideas and thoughts differently.
4.) Motivating
The teacher can greatly aid the teaching-learning process by using
instructional resources. It is anticipated that students will use these tools
to increase their motivation, focus, and participation in the learning
process.
5.) Multisensory
The preparation for multimodal teaching materials is one of the largest
issues for teachers. The introduction of technology tools created by
excellent programmers has led to the availability of multimedia that
allows teachers to simply learn how to use them to their fullest in the
delivery of their classes.
DO ME!

Direction: Choose a topic in any reference you have. Among all the
instructional materials, choose one and create. Write the name of the
instructional material (hard copy). Get an A4 bond paper to write the
steps/procedure done in making the chosen instructional materials. Your work
will be graded based on the following criteria.

Relevance of IMs on the topic---------------- 30%

Content----------------------------------------------- 25%

Creativity--------------------------------------------- 20%

Explanation----------------------------------------- 25%

TOTAL------------------------------------------------ 100%
OUTCOME-BASED ASSESMENT

Direction: Read each item carefully. Choose the letter of the correct answer.

1. Teacher Mariel will be having a class on her Grade 5 students. Three days
before her class, she was having a trouble on how she will deliver her lesson in
Araling Panlipunan for that day with the topic “Mga Anyong Lupa at Anyong
Tubig sa Pilipinas”. Upon searching at the internet, Teacher Mariel saw a video
of a teacher using an instructional material that uses pictures and text. She
decided to use the same instructional material. What appropriate tool do you
think Teacher Mariel should use?

a. Teacher Mariel will use a chart to present the lesson.

b. She will let her students draw posters.

c. She will use a slide.

d. Teacher Mariel will make a brochure to showcase the content of the lesson

2. Rafael was given the task to report on the current employment and
unemployment rate in the country. Rafael was hesitant first on what he will
going to do to present a good outcome as it is not just a simple text. He asks
his friends opinions for this matter. When he was about to search on the net,
he was reminded of what they use to present their data on their research way
back in High School. What do you think is appropriate that he will use?

a. Chart b. Pamphlets c. Posters d. Slide 3. Monday

morning, Japhet and his friends is in their classroom, suddenly their teacher in
Araling Panlipunan came wherein it is not yet their time for the subject. Their
teacher announced what they will do for the next meeting. They were given the
tasked to make a layout on the current situation of the tourist spots in the
Philippines. What appropriate instructional tool they can best use to come up
with an interesting layout?

a. Canva b. Excel c. MS word d. Prezi

4. For the upcoming examination, Teacher Josh is preparing for his test
questions. He was in the faculty room when he realizes that he should have
first a review to his students through presentation of the topics included and
possible test questions. The review will help the students to become ready.
What is the appropriate instructional tool Teacher Josh can best use?

a. PowerPoint b. Poster c. Canva d. Brochure

5. During the discussion on the colonization of the Spaniards in the Philippines,

the students participated as soon as they saw the cartoon strip shown by the
teacher and everyone express their ideas and opinions. The teacher let the
students do the talking, arguments, and summary. What appropriate
characteristics of an effective and efficient instructional tools was shown?

a. Enhances Instructional Effectiveness b. Promotes Active Learning

c. Develop Critical Thinking d. Multisensory

References
Espique, F. P., & Silva, D. D. (2021). Technology for Teaching and Learning
2. Lorimar Publishing Books.

Halitoğlui, V. (2021). Use of the Web Adventure Method in Teaching Turkish

as a Foreign Language. International Journal of Progressive Education,
Volume 17. doi: 10.29329/ijpe.2021.382.19

Jr., N. I. (2016). Instructional Materials Making the Teaching and Learning

Process Easy, Meaningful and Understandable. Pressreader.
Retrieved from https://www.pressreader.com/philippines/sunstar-
pampanga/20160625/281621009636836

https://www.softwareadvice.com/hr/surveymonkey-profile/

https://online.lsu.edu/newsroom/articles/how-instructional-technology-can-
improve-learning-process/

https://www.businessinsider.com/guides/tech/what-is-google-forms

https://www.getapp.com/website-ecommerce-software/a/paperform/

https://www.g2.com/products/surveyplanet/reviews

https://www.softwareadvice.com/market-research/quicktapsurvey-profile/

https://www.windwardstudios.com/blog/typeform-review

https://www.cognitoforms.com/support/8/getting-started-with-cognito-forms

https://wp101.com/tutorial/introduction-to-ninja-
forms/#:~:text=Ninja%20Forms%20is%20a%20free,uploads%2C%20payment
s%2C%20and%20more.

https://lorimaracademix.com/technology-for-teaching-and-learning-2-ttl2-
mathematics-and-science-education/

https://www.smithsonianmag.com/arts-culture/nancy-more-relatable-
ever-at-85-180969865

https://design.tutsplus.com/articles/what-is-a-brochure--cms-37392
https://www.stocklayouts.com/Templates/Pamphlet/Make-A-Pamphlet-
Design.aspx

https://www.postermywall.com/index.php/l/newsletter-templates

https://prezi.com/

https://www.computerworld.com/article/3244125/chrome-extensions-
supercharge-google-drive.html

https://www.powtoon.com/blog/powtoon-brightens-your-day-series-1/

https://www.pcmag.com/reviews/microsoft-powerpoint-2016

https://www.postermywall.com/

https://www.posterini.com/

https://www.blockposters.com/

https://www.canva.com/create/poster

https://play.google.com/store/apps/details?id=com.dertsizvebugsiz.chartmake
rpro&hl=en

https://www.pinterest.com/pin/poster-making--658792251738923832/

https://www.pcmag.com/reviews/microsoft-powerpoint-2016

https://learnbrite.com/microsoft-office-365-microsoft-word-365-online/

https://www.toddchart.com/Products/Admiralty-Instructional-Chart---5041-
Thames-Estuary/AC5041
MODULE V: Using Technology Tools to
Collaborate and Share Resources among
Communities of Practice

Introduction:

Teachers are in charge of leading and directing the learning process in

the classroom. To guarantee that students have access to digital collaboration
tools that enable them to take an active role in their education may be even
more crucial than ensuring that educators are knowledgeable about available
educational technology. Collaboration is one of the most important skills that
students should learn and develop. Students may collaborate with one another
or with a broader global community of learners. In order to study and explore a
subject, to solve a problem, to finish a task or assignment, or to develop a
project, collaborative learning encourages and enables students to work and
learn together.
It is possible for such collaborative work to be supported by ICT tools
outside of a classroom or school. The use of ICT tools, which range from digital
infrastructure like computers, printers, and laptops to software like Google Apps
for Education, Kahoot, FlipGrid, MindMeister, and Google Hangouts, allows
students and teachers to work together more effectively on documents,
spreadsheets, and presentations. With the use of ICT tools that enhance
learning, it is also possible to assess students' conceptual understanding, filter
material, develop conclusions, and promote peer learning. Students can
cooperate even when they are in different places and at different times, which
also makes some collaborative activities easier. By working collaboratively and
using ICT, they can also practice important 21st-century skills like collaboration,
communication, and knowledge creation.
The purpose of this module is to familiarize students with the usage of
various ICT platforms for community engagement and resource sharing.
Students will also participate in social studies Community of Learning (COL),
design a collaborative activity using the appropriate technology tools, and carry
out the designed ICT-based collaborative activity.
In order to provide collaborative tasks and activities that will make
learning more engaging and dynamic, technology will play a crucial role in the
social studies classroom. When students have the opportunity to work together,
they develop not only their cognitive abilities but also their psychomotor and
affective abilities, which are necessary to create people with a broad range of
competencies.
Lesson 1: ICT Tools for Collaboration and Sharing
Resources

Lesson Outcomes
 Identify the relevance of collaboration in real-life situations.
 Participate in the exploration of ICT tools for collaboration and
 Use innovative technological tools for collaboration in the development
of social studies learning plans.

“Fill-in-the-Comic”
Direction: Complete the bubbles with dialogues which will respond to the
dialogue of the other character. Ensure that it is connected to what the situation
is trying to show.
“Fill-in-the-Comic”
Answer the following questions.
Processing Questions
 How did you find the activity? Why was it easy or difficult?

 What were your bases in replying to every dialogue?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________
 What is the best way for the comic strip's characters to resolve their
issue?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________
Core Questions
1. Give at least 3 real-life situations in which collaboration is necessary.
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

2. Give at least 2 ICT tools that can be use for collaboration. Provide a
brief description of each tool.
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

3. Do you think ICT tools are important in teaching and learning process?
Why or why not?
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
“Know Me Better!”
Many collaboration technologies have been shown to be quite helpful in the
field of education. These collaboration tools have been described as helpful
tools that enable the meeting of various ideas, regardless of where they are
located. The following studies' shared collaboration tools are presented in this
section.
Online Collaboration Tools to Facilitate a
Professional Learning Community

The Critical Friends Groups (CFG) is a professional learning community that

is founded on learning from authentic works in the community. Julie Moore
(2018) shared the following platforms that
supported the CFG works. According to
Moore (2018), the CFG worked on the
following platforms to achieve the stated
objectives of the community.
1. Text-based Chat
The ability to interact on
ideas and viewpoints regarding
https:/
difficult social studies topics has /code.tutsplus.com/tutorials/how-to-
been seen as an advantage by create-a-simple-web-based-chat-
both professors and students who application--net-5931
have used text-based chat in an
online social studies forum.
Students can use this to collaborate with students all over the world to
solve social studies difficulties.
Participants in the CFG study had to supplement their usage of
text-based conversation by coming up with and adhering to some
standards in order to prevent mistakes. By utilizing the platform, they
were able to develop their own conventions. For example, they used the
symbol "..." to indicate that there was still more text to be written and "///"
to signify that they were finished. Participants who typed "?" indicated
they had a question or comment to make. The facilitator took on a more
active role without visual clues, keeping track of who raised their hand
to pose a question or make a comment and called on them when their
turn came. Participants had to type in the chat box that they were leaving
the topic to return to it.
2. Skype
With this tool, conversations can flow more naturally and facilitator
preparation is reduced. CFG initially
employed Skype's audio-conferencing
features, but they discovered that being
able to hear one another was a welcome
contrast from having to type in text chat.
3. Wimba Live Classroom https://ecampusontario.pre
https://en.m.wikipedia.org/wiki/
Horizon Wimba develops web-based ssbooks.pub/techinthecurri
collaboration software for online distance culum/chapter/google-
classroom/
education, learning a language, and
immediate interactive communications.
Regardless of their location,
bandwidth, or operating system,
teachers and students may fully take
advantage of the new opportunities
for teaching provided by internet
connectivity and campus-wide https://argentumgroup.com/horizo
n-wimba-acquires-connected-
networks. learning-ltd-a-u-k-based-software-
Similar synchronous online and-training-company/
teaching platforms like GoToMeeting
are used in this. You may push
websites, PowerPoint slides, audio, and desktop sharing in Wimba.
Wimba has a video component, although it only supports one video
stream at once and keeps up with the speaker. Another feature is text
messaging. Raising your hand and indicating yes/no are both
straightforward actions in Wimba, making it simple to communicate your
comments or inquiries. As names were listed alphabetically in the user's
panel, taking turns was simpler.
4. Google Hangouts
Video of every participant is possible with Google+ Hangouts,
along with the option to send documents directly through Google
Documents or using the chat window's links. When using video, it is easy
to identify when someone has made a
comment or posed a question. This lets
the conversation flow naturally and frees
up the facilitator to act less like a "traffic
cop". Turn-taking was made easier via
https://src.libguides.com/googl
video. When you want to take a break ehangouts/howto
from the conversation, you can mute the
video feeds. When we are ready to move
forward, you can turn them back on. Google Hangouts is typically used
for one-on-one or small group conversations (up to 10 people). Only
those who have been invited to these talks can see them.
5. Google Classroom
Google Classroom is a free online learning environment that
enables interaction, presentations, videos, and group work. This
instructional technology, which is regarded as one of the best in the
world, improves teachers' workflow while giving students access to
strong features (Iftakhar, 2016). The utilization of this platform is likewise
comparable to that of a learning management system. Google
Classroom is designed to help teachers manage, create, and gather
paperless content and assignments. Teachers can collaborate with other
educators, such as other teachers, under the People tab and plan
lessons in advance. Teachers can share their resources with other
teachers using Google Classroom, and they can provide permission to
other teachers to modify and co-teach. Teachers and students can work
together on assignments by linking to them, and students and teachers
can work together on assignments through interactive dialogue.
6. Zoom.us
Zoom.us is the most recent technology that CFG has used.
Zoom.us enables high-definition, multi-point video and audio. It also
offers screen-sharing and a chat feature. Although it's new, CFG
believes zoom.us to be a superior platform. It allows you to
collaboratively annotate a shared screen.
7. Kahoot
According to a study by Zucker and Fisch (2019), the Kahoot
application can be utilized as a tool for group
cooperation. KAHOOT! is an internet-based
platform that allows users to easily create and
perform a variety of interactive games. The
writers (Fisch and Zucker) employed
KAHOOT! MLA format and academic
integrity, which are typically dry topics, were https://support.zoom.us/
taught in their respective schools using hc/en-
us/articles/201362033-
games. With the aid of KAHOOT! Through engaging in games, both
students and teachers were able to enter into
meaningful, student-centered interactions.
The article ends with suggestions for
educators on how they might use digital
collaboration tools to connect and share
knowledge with colleagues across
educational levels and sites in order to https://productmint.com/
collaborate and satisfy the academic needs of kahoot-business-model-
how-does-kahoot-make-
future generations of students. money/
Research Collaboration Tools
Research is one of the important things that social studies instructors and
students may accomplish together. The ability to exchange resources and
inputs while they collaborate on research can be facilitated by technology tools.
Staley and McCallum (2010) were able to present some online tools that have
proven to be helpful in the conduct of collaborative activities with medical
practitioners as a result of study they did.
6. RefWorks-COS Research Support Suite (http://www.cs.com)
This program, which is available by subscription, is basically a
collection of tools created to offer assistance during the full research
process. This is a simple tool for managing citations, bibliographies, and
references, RefWorks makes research, collaboration, data organizing,
and writing easier. RefWorks gives library administrators the ability to
define institutional reference list styles and track usage across the entire
organization. It also offers round-the-clock support.
7. Research Crossroads (http://www.researchcrossroads.org)
To facilitate open access to
publicly funded research, Research
Crossroads gathers funding,
publication, clinical trial, and grant
data from public and commercial
research agencies. Over 12,000 https://blogs.bournemouth.ac.uk/r
https://library.duke.edu/research/
accounts have already been changed esearch/2012/01/25/find-
citing/refworks
in this way, despite the fact that collaborators-online-with-citeulike/
accounts rely on publicly available
data. Researchers can logon and alter their own data. The program
allows researchers to keep a public profile, look up the profiles of other
researchers or organizations, and look for funding possibilities, job
openings, and clinical trials.
8. PLoS ONE (http://plosone.at)
In 2006, the Public Library of
Science launched PLoS ONE, a global,
peer-reviewed, open-access
publication. PLoS ONE is designed to
https://crossroads-
provide a channel for quick publication research.net/about-us/
where authors retain their own
copyright. Original research reports
from a variety of disciplines are published here.
9. Connotea (http://www.connotea.org)
A product for managing references online. It lets users to save
their favorite articles, websites, references, and other online resources
with just one click. Connotea is a popular social bookmarking website
that enables users to browse other users' website collections for unique
and engaging information.
10. CiteULike
(http://www.citeulike.org)
CiteULike is a simple way to
save references you find online
https://en.m.wikipedia.org/wiki/PL
without leaving your browser. It is a OS_One
social bookmarking tool for
academics. But because of its social characteristics, it is more than just
a tool to compile your references. CiteULike does more than just manage
references. Because of its social elements, you can utilize the service as
a tool for crowdsourcing academic papers related to a specific project or
topic. Using Citegeist as a discovery tool, you may find newly published
articles in your field and see what has been said about them.
11. 2Collab (http://www.2collab.com)
2Collab offers a simple user interface with a variety of navigation
options. For a targeted audience that includes academics, teachers,
students, and librarians, it contains a list of specified research fields and
brief descriptions. On each page in users' accounts, three drop-down
lists (bookmarks, groups, and tools) offer functional options. Every
bookmark has a citation, tags, research fields, rating, number of votes,
number of comments, the bookmark owner and the date it was
submitted, an author icon if the owner also wrote the resource, and the
total number of bookmarks the resource has received.
Recommending for Effectively Employing Online Collaboration Tools
(OCTs) in Teaching
Using online collaborative tools as an additional teaching technique for
social studies is not enough. It is only appropriate that teachers use some
guidelines to help them choose and use these resources when teaching social
studies. The suggestions made by their respondents in their study by Hershock
and LaVaque-Manty (2012) for successfully adopting collaborative
technologies in teaching are listed below.
A. Carefully Select Specific Instructional Technologies
Hershock and LaVaque-Manty
(2012) claim that different Online
Collaboration Tools (OCTs) frequently
offer alternatives to do the same task,
each with unique benefits and https://en.wikipedia.org/wiki/2coll
drawbacks. In the end, any decision ab#
about instructional technology should
be driven by and tightly aligned with
one's teaching and learning objectives. Yet, the following factors are also
crucial when choosing between options.
16. Start-up costs
The difficulty of setting up and learning a particular tool should be
taken into account by teachers for both themselves and their students.
Even though most contemporary OCTs are generally relatively easy to
operate, it remains an excellent choice to give a tool a try before
incorporating it into your instruction, especially from the perspective of
the student. For instance, even for a beginner, setting up a blog or a
Google Sites website only takes a few minutes, but creating one that is
simple to navigate may take longer. Also, while utilizing an OCT's
fundamental tasks (such uploading content to a blog) may be
straightforward, using its advanced features—which are crucial to
specific learning activities—may be more challenging.
17. IT support
It is important to take into account the technological support that
is offered to instructors and students. Before utilizing an OCT that is not
supported by the IT staff of their academic unit or institution, instructors
should carefully assess their degree of convenience, willingness, and
availability. These factors include their ability to provide tech support and
training as well as their availability. The same goes for your classroom's
infrastructure, including whether there are enough wireless internet
speeds and power sources for students' devices to support the expected
technological use.
18. Tool overload
The variety of instructional tools has the potential to overwhelm
students in a number of ways. First, if individuals have to learn how to
utilize a variety of tools to do activities that are similar across classes,
they could get discouraged. Instead of learning how to use a new
technology, using widely accepted tools may keep the focus on
understanding the course material. Second, it can be difficult to manage
passwords and accounts for many OCTs. In order to utilize apps that
aren't allowed by your university, students may need to create new
accounts and passwords for each tool. Students may quickly lose control
of the number of accounts and passwords they have to manage both
within and between courses. Third, making use of your school's learning
management system can make it simpler for students to navigate course
materials and a variety of online resources.
19. Accessibility
Can students with disabilities use technology? For instance,
Google Documents is accessible to certain people who have disabilities,
mostly through keyboard shortcuts, but not to those who rely on screen
readers or speech input technology and are visually or dexterity
impaired. If educators choose inaccessible technologies, they should
think about using a different tactic. For instance, instructors might upload
a.doc version of a Google Doc to Resources under Collaboration Tools,
making it accessible to students with visual impairments in addition to
sharing it with students.
B. Protect Students and Their Privacy
OCTs have the benefit of making it simple to share content. . A
blog, student-created website, or wiki, for instance, may be a worthwhile
project for students precisely because it can be accessed by the general
public. Students may feel empowered to produce knowledge or
enthusiastic about interacting with the public, including professionals
outside of their institution, as part of the learning process. If producing
publicly available information is essential to the course's learning
objectives, students may be forced to do it. Yet, one's syllabus ought to
make this expectation crystal obvious. Also, when using publicly
accessible content, teachers must give students the choice to participate
anonymously or under a pseudonym in order to preserve their privacy
and guarantee their safety.
C. Resist the Myth of “The Tech-Savvy Student”
Yet, assuming that all of our pupils are exceptionally adept users
of modern technologies is incorrect. Most show skill with technologies
that professors might not be familiar with. Yet, these programs might not
be necessary for academic work or students might simply be vaguely
aware with them. Similar to their academic backgrounds and
preparedness for college, pupils' technological aptitude varies greatly.
So, it is not a good idea to assume that your pupils are familiar with any
certain OCT. Modern college students are eager to learn, and in many
circumstances, just encouraging them to experiment with a technology
and use it appropriately may be sufficient. Individuals should be free to
impart their expertise to the instructor as well as others.
D. Develop Guidelines for Equitable and Inclusive Participation
While using online collaboration technologies, it is important to
consider how to allow for equal and inclusive participation. The study
discovered that it is beneficial to create rules for proper manners just like
they do for class discussions. As an example, students may post
offensive or inappropriate comments online, especially while doing so in
anonymity that they would not say to a person in person. To foster
consensus and student ownership about acceptable activities, faculty
may encourage students to participate in the development of policies.
These actions can encourage civil, inclusive discourse.
E. Actively Foster and Sustain Delivered Student Engagement
It might be challenging to motivate students to utilize an OCT
while also maintaining output. Students may require some motivation to
use a tool; simply having it available to them won't guarantee that they
will use it. For instance, a blog that is entirely voluntary is unlikely to
receive contributions or readers. Yet, some rewards could be
challenging for teachers to stay up to date with student-created content.
The following inquiries can be useful while thinking about an OCT:
 How many learners in my class will utilize the tool, and how big is my
class?
 To what extent should I incentivize participation?
 Who will keep up with this tool, and how carefully?
 Whom should I credit?
 How will I arrange activities in the best possible order to encourage
engagement?
 What standards must a performance meet to be successful?
 Do face-to-face meetings have the potential to incorporate student-
generated OCT content?
In 2012, Chad Hershock, Ph.D., from the Center for Research on Learning
and Teaching (CRLT), University of Michigan, offered further online
collaborative tools and applications for teaching and learning.
Google Apps Selected Interesting Sample Applications for
Features Teaching

 post audio, video,  postings of course

photos, and text. materials and
 comment on posts notes
Blogger  public or private  a space for
learners to write
and reflect/analyze
 area for student
conversation
 control a number of  GSI and student
calendars team meetings can
 subscriptions to be scheduled
current calendars  students schedule
Calendar  "smart" scheduling appointments for
through availability office hours
inquiries  students sign up
for extracurricular
activities
 collaboration for  collaborative
synchronous and writing between
asynchronous students and
authoring and teachers
editing  interactive
 (threaded comments on
discussion) margins for
commenting student work
 simultaneous text  simple surveys,
Docs messaging and classroom
editing evaluations, make-
 exchange of up test scheduling,
documents etc.
 controlling version  image annotation
 arranged into or collaborative
"collections" for concept mapping
simple retrieval and  collaborative lab
search (possibly data gathering and
multiple identifying analysis
tags)
 during lectures,  instead of calling
seminars, and on hands, gather,
Moderator presentations, rank, and address
establish back questions from
channels students during a
presentation in
 questions or ideas actual time or at
submitted by the predetermined
audience can be intervals. Vote for
voted on. and rank
submitted student
ideas or inquiries
in reaction to
instructor prompts.
 make use of as a
"clicker" method
for
questions/answer
 creating a website in  creating websites
collaboration for student
 public or private projects
Sites  a record of the
students' work
 making of a
course/instructiona
l materials
 archiving, managing,  students work
and sharing big files together on
 search and tagging iterative video
Box les creation projects
 remark on files  on group projects,
 make editable to-do instructors provide
lists at the file level. criticism and
mentoring.
 wiki-style discussion  a method for
board for questions crowdsourcing
and answers student Q&A in
 the teacher may large classes,
accept a response. cutting down on
Piazza  editor allows for course-related
equations email traffic.
 search and tag
posts
 create a site activity
report
“Finding the right tool”
!” sites and note the key features of each.
Browse or visit the following
Then, list some Social Studies teaching and learning activities that make
use of these tools.

Social Studies
Teaching and
Collaboration Tools Key Features
Learning
Activities
B.
After finishing the table, look through some of the sites once more and
try to create your own account in at least two of these tools. Then, make an
essay about your experiences and observation about the tools. As a proof,
you need to screenshot your account in the tools that you have chosen and
paste it on a bond paper together with the essay.
Outcome Based Assessment
Direction: Read and understand the sentences carefully. Choose the letter
with the best answer.
1. Kai and three other students in Ms. Ocampo's class are working
together to create a diorama. Ms. Ocampo assigned specific parts to
each group member. The type of learning that best describes this
scenario is ________?
a. cooperative learning
b. collaborative learning
c. positive learning
d. interdependent learning
2. Which situation exemplifies the best use of an application or websites
allowing collaboration?
 the whole class communicating through an email to resolve an
issue being discussed
 a forum page in a class site allowing all learners to post their ideas
on a topic
 creating an online survey using Google form
 watching videos related to the topic
3. Teacher Yna, added a strategy in teaching Araling Panlipunan subject
by using an application where she creates an interactive and multiple
choice-style games. What application is she using?
 Skype
 Wimba
 Kahhot
 Piazza
4. Which statement advises a web collaborator against sharing their own
views on an issue?
 When publishing ideas to work with others, utilize material from
blogs that have received favorable print and online evaluations as a
guide.
 Blogs can be used by students for educational purposes, which is
different from personal blogs.
 Though it's important to exercise caution when posting personal
blogs, writing ideas is a very private activity.
 Students should be given instructions on how to create the entire
blog and add content that encourages critical thinking.
5. Teacher Irene uses a collaboration tool that is only available in laptop
and is not known by her students. What is the best thing she needed to
avoid in choosing a collaboration tool for teaching?
 Take into account how challenging it is for the student to set up and
master any given tool.
 Considering if students may access the technical support.
 To believe that every student is a highly advanced user of modern
technology.
 To make sure that the collaboration tool safeguards the students
information and privacy.
References
 https://ecampusontario.pressbooks.pub/techinthecurriculum/chapter/go
ogle-classroom/
 https://argentumgroup.com/horizon-wimba-acquires-connected-
learning-ltd-a-u-k-based-software-and-training-company/
 https://src.libguides.com/googlehangouts/howto
 https://www.mojocreator.com/blog/social-media/connotea-closing-
doors/
 https://blogs.bournemouth.ac.uk/research/2012/01/25/find-
collaborators-online-with-citeulike/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC270643
Lesson 2: Engaging in a Community of Learning
(COL)

Intended Learning Outcomes:

At the end of this lesson, students are expected to:

12. Engage in a community of learning for social studies teachers and learners;
13. Design a collaborative activity using appropriate technology tools; and
14. Showcase learning plans integrating all the necessary and appropriate ICT
tools for social studies teaching and learning.

“Compare as you Contrast”

Direction: On the picture below, formulate a quotation based on your own
understanding on a message trying to convey between the two illustrations.
“Compare as you Contrast”

Direction: Answer the following question as briefly as possible.

 Process Question

 How did you find the activity? Did you find it easy or challenging?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 Why did you find it easy or challenging? Why or why not?

No man is an island. It may sound as cliché, but it is somehow true. No

man can survive by being alone and not needing help from other people
especially when it comes to the attainment of any work goals. With the demand
of the 21st Century classroom and workplace, providing a community of learning
where collaboration is being highlighted can help both teachers and students
achieve their teaching and learning goals. After all, “it takes a village to educate
a child” is undoubtedly true.

Functions and Features of Communities of Learning (COLs)

The demand of collaboration from different sources leads to the

development and creating of Communities of Learning or COLs. A community
of education and training providers called Community of Learning collaborates
to support students in realizing their full potential.
Each Community of Learning have different sets of goals and standards
anchored in the particular needs of children and youths. COL works with
different stakeholders such as the students, the parents, and communities to
achieve those challenges.
IGL Global (2020) cited the following descriptions and concepts of COLs
taken from various sources:
20. Gathering participants who cooperate and collaborate to solve a tasks that
result in consumption and a shared knowledge of ideas;
21. A community of people who actively engage in mutual learning - learning
from instructors and learning from learners who share values and beliefs.
Learning communities are connected, cooperative, and supportive;
22. There are no such thing as a “one size fits all” mindset when it comes to
group of learners who are on the cutting age of new learning;
23. This term expresses the philosophical idea that learning is not solitary but
rather requires social support;
24. A setting where students are encouraged to feel connected to their existing
knowledge, the knowledge they are learning, and the abilities they are
developing to acquire new knowledge.
Different COL Application for Social Studies

https://www.teacherswithapps.com/barefoot_world_

Barefoot World Atlas - appropriate for kids between the ages of 9 and 11, it
encourages them to learn about the world’s continents, oceans, and shifting
habitats through description and images, students can locate items that interest
them and learn more about them.

https://play.google.com/store/app/details?id=com.press4kids.newsomatic.schoolpro&hl=en_IN

News - O - Matic EDU - It is a news app geared toward kids. It offers five pieces
on international current affairs each day. Additionally, there are additional facts
and visual materials in this social studies app, including videos that supplement
the articles.


https://apkgk.com/amp/solverapps.chronicbrowser_wg_en

Learn World History - Discover world history from the dawn of humanity to the
year 1900. There are two quizzes included in this software as well. The first is
"Which Came first," which entails understanding the chronological order of
historical events, and the second is "When did it happen," which involves
pinpointing the precise year that the event took place.


https://en:wikipedia.org/wiki/Back_in_Time_%28iOS_software%29

Back in Time - an incredible e-textbook program that is acceptable for kids

over the age of ten. With the help of this social science software, you may travel
through time and experience each event's historical and social background,
unique facts, and timeline with excellent illustrations.

https://social-studies-friendzy-
Social Studies Friendzy - K-8 Grade - It has ton of games to go along with
the social studies curriculum. Students can learn more about states and
capitals, US history and government, citizenship, and much more with the help
of videos, articles, and live instructors. Students can acquire social studies
lessons while playing alone, with friends, or even with children from different
countries, which makes the subject simple and enjoyable for them.

https://support.google.com/legal/answer/3463239?hl=en
Stack the Countries - It is a world geography software that instructs children
on the key differences between 193 nations. Kids learn and memorize the
shape, capital cities, famous sites, significant city borders, and more through
the use of flashcards and activities.


https://wezift.com/parent-portal/app/journeys-of-invention/
Journey of Invention - With this collection of historical devices that youngsters
can rotate, examine, and even use, history lessons will
come to life

https://appadvice.com/app/timeline-world-history/81839449
T
Timeline - World History - From dinosaurs and Viking to the history of film and
espionage, from the most ferocious pirate to the first case solved by fingerprint
analysis, and from Big Bang Theory to the modern world.

“Relate Much!”

Direction: To fully understand the topic that has been discussed, create your
own lesson plan promoting different collaborative activities using appropriate
ICT toos with the format provided below.
A Brief Lesson Plan Promoting Different Collaborative Activities using

ICT in Araling Panlipunan

Pamantayan
sa Pagganap

Layunin
Paksa

Konsepto

Balangkas

Batayang

Kaisipan

Babasahin
Kagamitan

Pamamaraan  PANIMULANG GAWAIN

1.
2.
3.
4.
5.

 PANLINANG NA GAWAIN

F. Balik-Aral
G. Pangganyak

 PAGLALAHAD NG TALAKAYAN

 Gawain
 Pagsusuri
 Paghahalaw
 Paglalapat

 PAGTATASA

 TAKDANG ARALIN
Outcome Based Questions:
Direction: Read and understand the sentences carefully. Choose the letter
with the best answer.

1. Teacher Ann, notice that her students are more active in learning while
having fun. In her Araling Panlipunan subject, what kind of application can
she use to let her student have fun while learning? Explain.

a) Stack the country

b) Social Studies Friendzy
c) Back in Time
d) Learn History World
2. All are features of COLs, EXCEPT one. Explain
a) A group of learners on the edge of new learning
b) It is a one size fits all
c) Collection of participants in a course who work cooperatively and
collaboratively in solving task
d) A group of people who shares values and beliefs and who actively
engage in learning from one another learners
3. Teacher Joan, added a twist in her Araling Panlipunan subject by using an
application that tackles about history with a twist by having two different type of
Quizzes in one app. All are wrong EXCEPT one. Explain your answer.
a) Barefoot World Atlas
b) Back in Time
c) Timeline - World History
d) Learn World History
4. Which of the following is the BEST description of Community of Learning?
Explain.
a) A group of people who shares values and beliefs and who actively
engage in learning from one another learners
b) Philosophical understanding that learning is not a singular activity
but, instead, is a socially supported effort.
c) A group of learners on the edge of new learning comes in various
shapes and sizes
d) A group of education and training providers working together to help
learners achieve their full potential.
5. If Teacher Ed wants to teach his students with different invention
throughout the time, which application Teacher Ed should use and Why?
a) Back in Time
b) Learn History World
c) Journey of Invention
d) Timeline - World History

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TTL2

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TTL2

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MODULE 1: LEARNING PLAN IN THE CONTEXT

OF THE 21st CENTURY

According to proponents, schools must educate kids 21st century skills

K to 12 Curriculum was implemented to grapple with the fast paced

The educational revolution brought about by technology has altered the

Intended Learning Outcome

 Discuss the salient features of the K to 12 curriculum requiring ICT-

1. Introduce yourself in the class by creating a slideshow presentation of your

2. Recall how your teachers in Araling Panlipunan used information and

My own innovation of teaching Araling Panlipunan.

Direction: Answer the following questions.

1. How did you find the activity?

3. Based on the presentation you created, do you think learning is more

While technology has always existed as non-digital technology, the current

The Department of Education (DepEd), through the Information and

In addition, the Department provided laptops and tablets to learners and

Additionally, the Department collaborated with Google and Microsoft to

1. Strengthening Early Childhood Education (Universal Kindergarten)

The use of technology in kindergarten by various school is very evident in

7 Ways to use Technology in Preschool

2. Making the Curriculum Relevant to Learners (Contextualization and

 Do I need to know this to live a meaningful life?

To answer to the question of relevance is vital to help the teacher think

3. Building Proficiency (Mother-tongue Based Multilingual Education)

the significance and applicability of information and communication technology

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

TPACK (Technological, Pedagogical and Content Knowledge) is required for

5. Gearing Up for the Future

Advice for Selecting the Best SHS Tracks or Strands

Finally, participate in online orientations hosted by different schools. The Senior

6. Nurturing the Holistically Developed Filipino (College and

Every K to 12 graduate is intended to be prepared to step into many avenues,

The "holistically developed Filipino" is the focus of Philippine education, and

The project's three main objectives are:

2. to increase local capacity to comprehend, recognize, and watch the

1. Today’s Economy requires graduate and professional who can keep up

3. One of the Salient feature of the K to 12 curriculum is the Universal

5. The K to 12 Curriculum ensures college readiness by aligning the core

Intended Learning Outcome:

___________________ ___________________ ___________________

___________________ ___________________ ___________________

A. What exactly is information and communication technology (ICT)?

 Cloud computing – The phrase is typically used to describe data

• Software- is a collection of guidelines, information, or software used to run

• Hardware – refers to anything that is physically tangible and makes up a

• Internet access is the method through which individuals or businesses

B. USE OF INFORMATION TECHNOLOGY IN TEACHING SOCIAL

• Multimedia PC, Laptop Notebook

C. SALIENT FEATURES OF SOCIAL SCIENCE LEARNING PLAN

Components of Social Studies Lesson Plan

Examples of themes in social studies might include:

 Power and authority: Exploring the roles and responsibilities of

4. Title-the title is a brief and descriptive name that summarizes the

Examples of methodology in a lesson plan might include:

A) Using a chalkboard to write down important dates and events in Philippine

2.Which of the following is an advantage of using ICT in teaching Araling

4.Which of the following is a potential disadvantage of using ICT in teaching

Active learning approach involves in interactively engaging students with

Intended Learning Outcome

• discuss the key components of research-based and inquiry-based

• examine the use of technology in learning and instruction in social

• cite a few Curriculum Guide performance standards that can be used

“Mix and Match”

Questions Findings Interpretation

1. Did you find the activity easy or difficult? Why?

2. What was your bases on answering the activity?

2. What is inquiry-based learning?

3. What do you think is the role of technology when it comes to inquiry-based

As teachers, we will never be able to exert an effort in helping our students if

Nature of Inquiry-Based Learning

In its simple definition,

Inquiry-based learning as a way of

4. Free Inquiry – Without regard to a predetermined result, students are

How to Facilitate Inquiry-Based Learning

How is inquiry-based learning conducted?

When to Use Inquiry-Based Learning

_________ _ ___________

_________ _ ___________

1. Constructivism taught that learners or _