Methods and Strategies in Social

Science Teaching
1. LECTURE METHOD

• Teacher explains the matter in simple and

understandable manner.
• The method is particularly used in the secondary
classes and above.
• This method can be used to motivate students to
clarify, to review and to expand contents.
• Lecture method is for imparting authentic,
systematic and effective information about some
events and trends.
 • It gives the students training in listening.
• It develops good audience habits.
• It provides opportunities of correlating events and
subjects.
• It enables the linkage of previous knowledge with the
new one.
Lecture Method
Merits
1. A well prepared and a well delivered
lecture can make social studies interesting.
2. Lecture gives the teacher an opportunity to
come into immediate contact with the
students.
3. Lecture gives the students training in in
listening and taking rapid notes.
4. Lecture saves time and energy.
5. Good lectures stimulate brighter student.
6. It facilitate rapport between the teacher
and the taught.
7. It is more useful for brilliant students.
8. It helps the implementation of others.
2. PROBLEM SOLVING METHOD
• ‘How we think’ reflects this approach.
• In this method the learner is required to solve a
problem, making use of his previous knowledge.
• According to Dewey, ‘the problem fixes the end of thought
and the end controls the process of thinking’.
Criteria for problem selection
• The problem should be intellectually challenging to
children.
• The problem should not be entirely unfamiliar to the learners
it should be related to their previous experience.
• The problem should be related to a basic human
activity.
• The problem should have practical relevance.
• The problem should have the potential to create interest
among in the specific problem in particular and problem
solving in general.
3. PROJECT METHOD
• Project method is based upon the ideas of the great
American educationalist, John Dewey. The credit of
developing these ideas into a method goes to Mr. William
Kilpatrick. According to him ‘A project is a whole hearted
purposeful activity proceeding in a social environment’.
• According to Stevenson : “A project is a problematic act
carried to completion in its natural setting”.
• According to Dewey, students/children should be given
education to satisfy their needs of life and the school should
function like a mini society in which and through the
students would acquire education by engaging themselves
in a variety of group projects nothing is forced upon children
.The teacher
Steps acts only as aMethod
in Project guide.
1. Providing a situation
2. Choosing the project
3. Planning the project
4. Executing the project
5. Evaluation of the project
4. DEBATE

• A debate is a programme in which two or more

students holding contradictory opinions on a
particular problem present arguments.
• They are also given an opportunity to rebut the
opposite side.
• After this ,the rest of the class is encouraged to ask
question from the debaters or engage in a brief
discussion with them.
• A debate has a moderator in order to get significant
results, the teacher should work both with the
debaters and the class.
Debate
Merits
• It helps in clarifying issues.
• It develop team spirit.
• It provides opportunities to the students
to speak distinctly.
• It engenders toleration of views which
are at variance.
Demerits
• Not suitable for all topics.
• It may create emotional tensions.
• It may lead to unpleasant feelings.
• It is likely to dominated by a few
students.
• It is likely to go off the track.
5. Dramatization Method
• Dramatization as a ‘synthetic art’ involving the
purposive co-ordination and control of the delicate
organs of speech and muscles of the body combined
with a sense of rhythm, with a view to free and
intelligent expression of emotions and ideas.
• Drama has its great social value.
• It is a co-operative enterprise and develops the
qualities of co-operation and social understanding.
• There are many activities in a drama and as such
students of diverse aptitudes get chance to choose
items for which they are best suited and satisfy their
urges, e.g.: self-expression through the various
activities of a drama.
Dramatization Method

Selection of play
• Plays chosen should depict the evils of
the social customs.
• A play should have a literary value also.
• The students should be able to
understand and appreciate the play.
• It should also have entertainment value.
• It should be free from objectionable
subject matter.
• There should be no vulgarity in the play.
6. Role Play

• Role playing is an attempt to make a situation clear or

to solve a problem by uncharged dramatization.
• Role playing is the dramatization of an event or a
situation or a process.
• Role playing is dealing with problem through
actions.
• A role is a patterned sequence of feeling words and
actions.
Role Play

Purpose of role playing

• To motivate or launch units

• To culminate units
• To change attitudes
• To teach values
• To teach content having to do with human
relationship
• To develop citizenship skill by showing both the
successful and unsuccessful methods
7. Co-operative Learning

• To organize classroom activities into academic and

social learning experiences. It differs from group
work, and it has been described as "structuring
positive interdependence.”
• Cooperative Learning involves structuring classes
around small groups that work together in such a
way that each group member's success is
dependent on the group's success.
8. Multi media Approach

• Multimedia refers to content that uses a

combination of different content forms. This
contrasts with media that use only rudimentary
computer displays such as text-only or
traditional forms of printed or hand-produced
material.
Multi media Approach
Importance
• Multimedia includes a combination
of text, audio, still images, animation, video,
or interactivity content forms.
• Multimedia approach uses a number of media,
devices, and techniques in the teaching learning
process.
• Multimedia approach can convey vast
information and provide many sources from
which student can access the information.
• Multimedia approach will improve the teaching
learning process.
• Multimedia approach is not restricted to a single
type of learning style. It can provide the support of a
wide range of activities.
• Multimedia approach aims at providing meaningful
learning experience via a mix of media in order to
achieve predetermined objectives.

• Multimedia approach provides the opportunity to gain

mastery of competencies and skills.
9. Information and Communications
Technology (ICT) Enabled Learning
• ICT or information technology (IT), stresses the
role of unified communications and the
integration of telecommunications, computers
as well as necessary enterprise software, and
audio-visual systems, which enable users to
access, store, transmit, and manipulate
information.
• The role of ICT in education is to empower the
technology into present educational activities. ICT
allows open source learning rather than manual
source, hence encouraging students to learn
new ideas. ICT also brings about active learning,
collaborative, creative, integrative and evaluative
aspects to the education sector.
Information and Communications
Technology (ICT) Enabled Learning

DEFINITION
• ICT is a generic name used to describe a range of
technologies for gathering, storing, retrieving,
processing, analysing, and transmitting information

General benefits
 Greater efficiency throughout the school.
 Communication channels are increased
through email, discussion groups and chat
rooms.
 Regular use of ICT across different curriculum
subjects can have a beneficial motivational
influence on students’ learning.
Information and Communications
Technology (ICT) Enabled Learning

Benefits for Teachers

• ICT facilitates sharing of resources, expertise and advice.
• Greater flexibility in when and where tasks are carried out.
• Gains in ICT literacy skills, confidence and enthusiasm.
• Easier planning and preparation of lessons and designing
materials
• Access to up-to-date pupil and school data, any time and
anywhere.
• Enhancement of professional image projected to colleagues.
• Students are generally more ‘on task’ and express more positive
feelings when they use computers than when they are given
other tasks to do.
• Computer use during lessons motivated students to
continue using learning outside school hours.
10. Think-Pair-Share

• Students think to themselves on a topic provided

by the teacher; they pair up with another student
to discuss it; then they share their thoughts with
the class, e.g., students are asked to give
examples of the processes used by individuals,
political parties, interest groups or the media to
affect public policy.
• After quiet thought, they share with a neighbour,
then the entire class.
11. Inside Outside Circle

• Students stand in pairs in two concentric circles.

The inside circle faces out, the outside circle in.
Students use flash cards or respond to teacher
questions as they rotate to each new partner.
• This can help to check for understanding, review
and process information.
 3. Arrange students in groups of 3-5
4. Give each group one marker and a large piece of poster
paper with one of the subordinate questions (see a-f in Step
2) written on the top of each paper. Each group should be
given a different colored marker.
5. Presentations: Each group presents its synthesis briefly
to the rest of the class.
6. Postings (optional): Hang the graffiti posters around the
room, bulletin board, or hallway to draw ongoing attention to
the topic, question, or concept. Leave a marker nearby for
students to add additional responses before or after class,
or after they have completed an in-class assignment
(“sponge” activity).
12. Graffiti Groups

Steps:
1. Select an Overarching Question, Topic, or
Concept (e.g. Government)
2. Breakdown the Overarching Question, Topic,
or Concept into subordinate questions. For
example:
a. How might leaders become leaders?
b. Why is government needed?
c. Why are governments given certain powers?
d. How does a government get its authority?
e. How might governments be structured?
f. Why might governments be structured
differently?
Graffiti Groups
7. Present the following directions to the
students: “Each group will be given 3-5 minutes to
brainstorm then write one response to each of the
questions on the poster papers. After time elapses
(or each group writes one response), the poster
paper will be circulated to the next group. Each
group is asked to come up with a different response
and add it to the paper. When groups receive their
original question back with responses from every
group, they are to summarize or synthesize the
responses and present their summaries to the rest of
the class.”
8. Brainstorm, Select and Respond – groups are given
3-5 minutes to discuss then contribute (i.e. write one
response) to the graffiti poster paper.
 9. Groups Switch Papers and Questions. Repeat step 6
noting that subsequent groups may need more time to
think of responses not recorded previously.

10. Evaluate and Synthesize: When each group receives

its original question with responses from all other groups,
they are to evaluate and synthesize the information. What
may be accurate, credible, naïve…about the responses?
What might be some of the “big ideas” that emerge?
13. Concept Formation
Steps:
1. Identify a concept that you plan to teach (e.g. civic
responsibility).
2. Create 4 examples of the concept using a plus
sign (+) or a smiley face to indicate that it is an
example of the concept.
3. Create 3 non-examples of the concept using a
negative sign (-) or a frowning face to indicate that
it is a non-example.
4. Present examples and non-examples one at a
time in alternating progression.
5. Have the students guess what the concept is as
each example or non-example is presented.
6. Do not reveal the concept until all examples and
non-examples have been presented.
7. Use the positive examples to flesh out the
qualities or definition of the concept.
Example: Concept Formation Activity

What is the Concept?

(+) obeying the law
(-) free speech
(+) paying taxes
(-) remain silent
(+) military service
(-) obtain a driver's license
(+) serving on a jury

The concept is

CIVIC RESPONSIBILITY
14. Café Conversations
• Understanding the past requires students to
develop an awareness of different perspectives.
The Café Conversation teaching strategy helps
students practice perspective-taking by
requiring students to represent a particular
point-of-view in a small group discussion.
• During a conversation with people representing
other backgrounds and experiences, students
become more aware of the role many factors play
(i.e. social class, occupation, gender, age, etc) in
terms of shaping one’s attitudes and perspectives
on historical events. Café Conversations can be
used as an assessment tool or can prepare
students to write an essay about a specific
Café Conversations
After the Café Conversations have wrapped up, ask
students to write a journal entry reflecting on their
experience at the café. Possible journal prompts
include:
 What do you think it may have felt like for your
character to hear these different perspectives? How
do you think it might have changed his/her point of
view, if at all?
 How did it feel for you to participate in the Café
Conversation? During what part of the conversation
did you feel most comfortable? Least comfortable?
Why do you think that is?
 What did you learn about this moment in history from
participating in this activity?
 What did you learn about yourself or about human
behavior from participating in this activity?
15. Save the Last Word for Me

• “Save the Last Word for Me” is a discussion

strategy that requires all students to participate
as active speakers and listeners.
• It is structured to help shy students share
their ideas and ensures that frequent
speakers practice being quiet. It is often used
as a way to help students debrief a reading or
film.
 Save the Last Word for Me
Step one: Preparation
• Identify a reading or video excerpt that will serve
as the catalyst for this activity.
Step two: Students read and respond to text
• Have students read or view the selected text. Ask
students to highlight three sentences that
particularly stood out for them and write each
sentence on the front of an index card. On the
back they should write a few sentences explaining
why they chose that quote - what it meant to
them, reminded them of, etc. They may have
connected it to something that happened to them
in their own life, to a film or book they saw or read,
or to something that happened in history or is
happening in current events.
5. Students are placed in small groups, directed toward
one product, view it much like they would in an art
gallery, then complete their tasks. Students then rotate
to the next product until they’ve had a chance to view
them all or complete the assignment given by the
teacher.

6. Teacher debriefs in a whole group setting.

Step three: Sharing in small groups

• Divide the students into groups of three, labelling one

student A, one B, and the other C. Invite “A”s to read
one of their chosen quotations. Then students B and
C discuss the quotation. What do they think it means?
Why do they think these words might be important?
To whom? After several minutes, as the A students to
read the back of their cards (or to explain why they
picked the quotation), thus having “the last word.”
This process continues with the B student sharing
and then student C.
16. Gallery Walk

Steps

1. Teacher develops an assignment that requires

students to create a product that will appear on
poster paper.
2. Students create the product on poster paper
(e.g. graph, map, cartoon, campaign ad,
drawing).
3. Products are posted around the room, hallways,
gym, or cafeteria.
4. Teacher develops a task for students to complete
as they view the products (e.g. evaluate using a
rubric, respond to questions).
17. Model United Nations (MUNA)
Step 1: Selecting Topics
• Select a topic or topics of international
concern that you want your students to
discuss, or an international problem for which
you want your students to develop proposed
solutions (e.g. terrorism, trade with Cuba,
Palestinian homeland etc.).
Step 2: Selecting a U.N. Context
• *Optional - depending on how realistic you
want your simulation to be, you can choose to
have the students simulate the work of one of
a variety of United Nations "organs" (e.g.
General Assembly, Security Council,
Economic and Social Council etc.).
Step 3: Identification of Countries (or "states")
• Identify countries ("states") that have stakes in the
problem. The selection of countries should be
based on their representing divergent views on the
topics you have selected for the simulation. Select
one country for every 2-3 students.
Step 4: Assignment of Roles
• Assign 2-3 students to the role of a delegate from
each of the countries. They will become the
"delegations" for the simulation. Have students
research the positions of their assigned countries
on the topics that will be discussed during the
simulation. Alternatively, you can develop role-
playing cards that describe the countries' positions
for the students (if you take this approach, pass out
the role cards).
Model United Nations (MUNA)
Step 5: Developing Resolutions
• A "resolution" is a proposed policy, statement, or
course of action that is recommended for adoption by
the United Nations.
• For examples of real UN resolutions visit
http://www.un.org/documents/ .
• For examples of high school Model UN resolutions
visit http://www.civitas-stl.com/mun/mun.htm
• Approach A - have students write their own
resolutions.
• Approach B (time saving approach) - write
resolutions for the students to consider.
Step 6: Create an Agenda
• Collect and number all of the resolutions that will
be considered. Have students vote on which
resolution will be discussed.
Step 7: Create a Speaker's List
• A speaker's list is a list of countries that will be
permitted to speak on a topic. To get on a speaker's
list, a delegate simply has to volunteer. Time limits
are usually imposed on speeches and 2-3 questions
from other delegates are typically permitted at the
end of the speech. Speakers also have the right to
"yield" any remaining time to other delegations.
Invite delegations to join the speaker's list and
proceed through the list until there is a motion to
end debates.
Step 8: Discuss (debate) and Vote
18. KWL
Steps:

This strategy is often used prior to instruction to

activate prior knowledge, to surface students’
interests, then after instruction to prompt reflection
on what they have learned.
• Create a handout and transparency with a three-
column chart. Place the letter “K” at the top of
column 1, the letter “W” at the top of column 2, and
the letter “L” at the top of column 3. Distribute
copies of the handout to students. Instead of a
transparency you may simply draw the KWL chart
on the board.
• Introduce the topic or concept to be studied (e.g.
pandemics).
 • The K Part: Ask students to think quietly and
independently about the question “What do you
already Know about pandemics?” Tell them to write their
responses in column 1 under the letter “K.” Then, ask
volunteers to share what they already know and record
their responses on the transparency (or board).

• The W Part: Ask students to think quietly and

independently on responses to the question “ What are
some things that you want to learn about pandemics?”
Tell them to write their responses in column 2 under the
letter “W.” Then, ask volunteers to share what they
already know and record their responses on the
transparency (or board). Use all or some of this
information to modify the unit that you plan to teach.
KWL
• Engage students in the unit of instruction.

• The L Part: Ask students to work quietly and

independently on responses to the question
“What are some things that you Learned about
pandemics?” Tell them to write their responses in
column 3 under the letter “L.” Then, ask
volunteers to share what they already know and
record their responses on the transparency (or
board).

• Reteach. Correct any misconceptions and fill-in

any oversights that may have surfaced as the
students complete the L column (#3).
19. Case Study
Steps:
 Case studies provide a way to
systematically analyze problems and issues
for a variety of purposes including testing
hypothesis; determining causes, effects, and
solutions; and guiding future courses of action
and lines of investigation.
 Case studies vary in types from those that
examine unique events, problems or issues to
those that examine common ones. Case
studies are particularly useful in that they
offer teachers a way to take a large amount
of information or a pressing problem and
have students learn about it through the
lens of a single, generalizable case. Cases
Case Study
• Select or write a case story involving an event,
episode, or court case that embodies the
concept or understandings that you want
students to acquire (e.g. eminent domain).
Scenarios that serve as the foundation may be
extreme, critical, or prototypical (i.e. highlight
common characteristics of an issue or
phenomenon).
• The following are frequently cited
characteristics of good cases: they are short,
tell a compelling story, trigger differences of
opinion, demand a decision, evoke empathy
toward one or more characters, and are
relevant to our lives.
Case Study
1. Develop the Case: include
 a description of the facts
 an overview of the problem or issue
 court cases may include a decision or be left
open-ended for students to decide.
2. Identify and analyze the facts. Which ones are
most important and why?
3. Frame the issue. What is the problem, issue,
matter to be resolved, or decision to be made
(e.g. is the use of the takings clause
constitutionally justified in this case)?
4. Identify the alternatives. What are the various
positions or courses of action that one might
take?
5. Analyze the alternatives (may involve research). Which
positions or courses of action seem most and least
reasonable?
6. Debate the issue.
7. Reach a decision or formulate a hypothesis, conclusion,
or interpretation.
8. Debrief: Ask students…
 Why is this case significant?
 How might this case impact what happens in the
future?
 In what way(s) might this case be relevant to our
lives?
 Is this an isolated case or one that is generalizable?
Explain.
20. Group Interview of Government
Officer/Official
A. Number of Members in a group: 3-4 members ONLY
B. Documentation and Reporting:
• The students will submit a (written) narrative report (7-9
pages including 2-3 pictures).
• They are going to present or share your output to the
class. The presentation should only run for 10 minutes.
They may opt to have their powerpoint and short video
clip. But the general rule is that they are free to think of a
creative group presentation.
• Sample interview questions will be provided but they are
free to modify the questions depending on the context or
focus of your interview.
• Read some materials on how to properly conduct
interviews. Consider the ethical dimension of your
activity.
21. Political Cartoon Analysis
Political cartoons serve to make people think about
political and government issues by:
• providing readers with additional viewpoints
• assuming the reader has enough background
knowledge about the issues to understand the
message
• emphasizing one side of an issue or concern
• utilizing humor
• relying on drawings to make a point
Some of the benefits of using political cartoons in the
classroom are that they can:
• promote interest in political issues
• help develop students' analytical thinking skills
• encourage creativity
Political Cartoon Analysis
Political Cartoon Analysis
Political Cartoon Analysis
Political Cartoon Analysis
Steps in Analyzing a Political Cartoon
• Identify the characters, symbols and objects
in the cartoon.
• Look for clues and details that would given
further meaning.
• Identify the main idea of the cartoon by reading
the captions and putting the message into their
own words.
• Identify any bias the cartoonist might have.
Suggested Questions:
• What is the event or issue that inspired the
cartoons?
• What background knowledge do you need to
understand the message?
• Are there any real people in the cartoon?
• Did the artist use caricatures?
• Are these symbols in the cartoons?
• What is the cartoonist's opinion about the topic
portrayed?
• Does the caption help you understand the
message?
• Do you agree or disagree with the cartoonists
option? Why?
22. News Article Analysis
• Locate a current newspaper article that discusses one or
more contemporary issues concerning the current status of
DepEd or the educational system of the country. Analyze
the article utilizing the sociological perspective you have
gained through studying this lesson. (Note: For an online
article, make sure it is from a newspaper (e. g. Inquirer,
Rappler, New York Times) Also, be sure to include the
complete reference to the article at the end of your paper.)
• How does the author of the article “define” education or
learning? What assumptions are made in the article about
what a education is? How is the perspective that education
is both public and private exemplified (or not) in the article?
Why (or why not?) How? (If not, what’s missing?)
• Write a brief essay or reflection paper regarding the article
that you have read and analyze. Please include also the
article as you submit your essay.
23. Community Immersion
Activity/Project
• The class will be organized in 5 groups with at
least 3 or 4 members. Each group will conduct
an immersion in a chosen religious
organization or faith community, e. g.
Buddhism, Islam, Christian Sects or
Denominations, or a cult.
• The purpose of the immersion is to get closer
to the religious organizations by asking
questions on their belief system, religious
practices, religious symbols and rituals and
their meanings, among others.
• The groups will submit a brief summary of their
experience and they will have a short
presentation or sharing in the class.
24. A Family Map
• Have students map their family as it stands at
the moment (teachers should be sensitive to the
possibility of adoption cases in their classroom).
Compare and discuss eventual differences.
• How is their family life different from that of their
great grandparents? Their grandparents? Their
parents?
• What has caused these changes? Are they
changes in values, culture, technology or others
kinds of change?
• Which are beneficial and which are not?
• Have the life (economic) of family members
improved over the last generations?
 25. Infographic Making

• With your background information about health

and human rights...make a creative infographics
advocating the importance of health and human
rights. After creating your infographics, share it to
your classmates or upload it in your social
networking sites (e. g. FB or in your own personal
websites or blogs)

• You may visit this website to get an idea regarding

the steps in making infographics
• http://www.creativebloq.com/design/10-steps-
creating-perfect-infographic-3145672
• David Wiley at Brigham Young University had his
students post their written work to a blog before
handing it in. The students received comments from
other students and even faculty at other institutions,
which improved their work greatly. Wiley found that
dozens of other people were effectively doing his
job for him by providing students with commentary
to improve their work. It multiplied student
outcomes without extra effort on his part.
26. Teaching with Blogs
Encourage faculty to start by adding a blog to their
class. A blog can be set up in minutes and is easy
to learn and maintain. Plus, there are a variety of
studies proving that blogging can improve
educational outcomes. For instance:
• Faculty at the University of Maryland
Baltimore County found that when they
switched chemistry labs from individual
students doing experiments and submitting
their results, to groups of students posting
their findings to a blog and receiving
feedback from other students, the average
passing rate in class went from 71.2 percent
to 85.6 percent, even as the minimum score
needed to pass went up.
Teaching with Blogs

Add blogging to your classes with any of the free

platforms below:
• Blogger – Google’s publishing tool:
http://www.blogger.com
• Tumblr – A feature rich system:
http://www.tumblr.com
• Posterious – Super simple, and with lots of
functionality: http://posterous.com
• Soup.io – Another powerful product from the “io”
people: http://www.soup.io
• Edmodo – Good for making password protected
groups of blogs:http://www.edmodo.com
27. Gamification

• Learning through the use of games is a method

that has already been explored by some
teachers, especially in elementary and preschool
education. By using games, students learn
without even realizing. Therefore, learning
through play or ‘Gamification‘ is a learning
technique that can be very effective at any age. It
is also a very useful technique to keep students
motivated.
• The teacher should design projects that are
appropriate for their students, taking into account
their age and knowledge, while making them
attractive enough to provide extra motivation.
One idea may be to encourage students to create
quizzes online on a certain topic. Students can
challenge their peers to test themselves and see who
gets a higher score. In this way, students can enjoy the
competition with peers while also having fun and
learning.
 28. Social Media
• A variant of the previous section is to utilize social
media in the classroom. Students today are
always connected to their social network and
so will need little motivation to get them
engaged with social media in the classroom. The
ways you can use this method of teaching are
quite varied as there are hundreds of social
networks and possibilities.
• A good example is the initiative carried out by
the Brazilian Academy of Languages ​”Red
Ballon“, which encouraged students to review
the tweets of their favorite artists and correct
grammatical errors that they committed in an
effort to improve their English language skills!
29. Documentary Film Analysis or Review

• A worksheet is needed that provides a writing

framework for students to follow to produce a
film review of a film. It considers the Film's
title, a summary of the plot and the reviewer's
positive and negative impression as well as a
list of common words and phrases used in the
film review genre.
Thank you...