Approaches in Teaching Social Studies PDF

Approaches in Teaching Social Studies Major 17- Teaching Approaches in Secondary Social Studies  Learning Outcomes distinguish the characteristic feature of different approaches; determine the strength and weaknesses of each approach; explain the advantage and disad...

Approaches in Teaching Social Studies Major 17- Teaching Approaches in Secondary Social Studies  Learning Outcomes distinguish the characteristic feature of different approaches; determine the strength and weaknesses of each approach; explain the advantage and disadvantage and the benefits of the individual teaching methodologies in class.  APPROACH refers to the philosophical framework of any given subject. It also pertains to the general operation that a teacher observes when he teaches a subject. It includes the various strategies, methods, techniques, and materials to be used It is prescriptive in nature and meaning; each subject or course has a prescribed approach to be used in order to make teaching effective.  STRATEGIES Strategy comes from the Greek word “strategos” indicating a person who is a general in war whose main function is to devise war plans or steps to enable him to accomplish his goal of winning the war. It can be used interchangeably with method, because this concept consists of steps to be followed so that our objective may be realized. Strategy or method, therefore, procedural because it consists of steps or procedures to be observed by a teacher.  METHODS/METHODOLOGIES Teaching methodologies refer to a set of practices and principles used by teachers to make the process of teaching and learning highly effective for their students. Teaching methodologies, also known as teaching methods, are usually also based on various beliefs regarding the nature of the language used, and how it is learned.  TECHNIQUES Techniques on the other hand, is stylistic or personalistic. It is a manner in which a teacher does particular step of a lesson. Thus, in motivating a lesson, one teacher may be lively; another may be formal; another one may use a picture; another teacher may just verbalize; and so on. Therefore, the teacher will be the same as the rest in doing one step of a lesson or in executing a strategy like showing a picture, and others. However, outstanding teacher manifest very good techniques compared with newly hired teachers without experiences. APPROACHES IN TEACHING SOCIAL STUDIES The following are the basic approaches observed by teachers in teaching Social Studies: Discovery Approach Process Approach Inquiry Approach Integrated Approach Multimedia Approach Value Clarification Approach Interdisciplinary/Multidisciplinary Approach Mastery Learning Approach Conceptual Approach  Discovery Approach The students are assisted to look for the answers to their problems under the effective guidance of the teacher. For instance, if the teacher is teaching about Andres Bonifacio, he will not start by saying: “Class, today, we shall study the life of Andres Bonifacio. You know class, Bonifacio was the founder of the Katipunan. He was a poor boy who educated himself. Such introduction is uncalled for. The teacher has already told the answers. This is not discovery at all. He must allow the pupils to identify the problems or questions and then look for the answers themselves. Creativity of the pupils is lost when the teacher reveals important facts about the subject matter to be learned without the students researching for them. They have to do the discovery themselves.  Discovery Approach What the teacher should do is to guide the pupils to ask questions about the subject matter. Then he assists them to look for the answers to the said questions. Why discovery? According to Jerome Brunner, discovery teaching: a. is self-rewarding b. is learning to learn c. is active participation on the part of the learners d. is long lasting  Process Approach Now, can you name other simple and complex processes not given above? The purpose of the process approach is to equip the learners with the necessary skills they need to solve problems they encounter in life at present or in the future. For instance, you wish the pupils to survey the problems confronting their immediate community/barangay. In this connection, they may be organized into groups with four or five members each. Each group will select their leader and secretary. Then they will plan to answer the problem. This is group dynamics in action. When this is observed? Many simple and complex skills are developed. What do you think?  Inquiry Approach The sole purpose of this approach is to develop the learners’ interest in asking questions about a given material, situation, or subject matter being studied. In this manner, their critical thinking is given a chance to be manifested. A good example of the inquiry approach is showing pictures about the EDSA revolution. Then the learners are led to ask questions about the pictures. The teacher should accept as many questions as given by them. These questions are written on the blackboard and put in good shape. The ability to ask questions or to inquire is one salient skill that a teacher should develop among her learners. The said questions are arranged in the correct order. The students are grouped according to the number of groups of questions. The different groups will plan answering their questions. Even answering their questions is inquiry since they look for the ways to answer them.  Integrated Approach There are many issues surrounding the environment of the learners. These issues should be included in the lessons under Social Studies. Studying such issues as environmental destruction, family planning, drug abuse, pollution, justice, peace, proper sanitation, human rights abuse, conservation, green revolution and others will enable the pupils to understand better the place they live in and the role they play in the society. Likewise, values are now integrated in the lessons that the pupils take with their teachers. Various simple strategies on how to integrate values are given in the latter part of this chapter. Let’s take for example that the lesson is about Dr. Jose Rizal and what he did to our country. After the lesson the following questions may be asked: __ What character traits did Rizal manifest? __ If you were Rizal, would you be willing to die for your country? Why? __ Do you agree that Rizal should be our national hero? Why? __ Should we emulate Rizal? Why?  Integrated Approach Since the foregoing questions are value-oriented ones, all answers to be given by the pupils should be accepted by the teacher. She should not say “wrong” to any value question. What she is after is the value the pupil pronounces and if this is a negative value, she should try to redirect the students’ attitude into a positive one by using appropriate strategies. But to blatantly get angry with a pupil value is negative or against the value of the teacher is an utter disregard of his feelings. The students may no longer respond if questions are value-oriented. The main reasons of integrating values in the lessons is to make the students aware that the things they learn or do are value-laden and that they should appreciate values inherent in a thing or person. In doing so, their value- system may be affected and they may exhibit some values they learned in the classroom and carry them through in their daily life.  Multimedia Approach Teachers should make use of all forms of media – from pictures to films in order to arouse the interest of the students and to generate concrete learning, for obvious reasons. Pictures are good but using film or actual field trips to particular places can certainly concretize pupils’ perceptions about the subject matter. Values Clarification Approach The purpose of this approach is to clarify the value chosen to the learner. For instance, he should tell why he should join a cleanliness campaign in the community. The advantages and disadvantages of such undertaking should be properly explained. A student should not be criticized for choosing a negative value. Instead, the teacher should try his best to redirect his value toward the positive through skillful teaching.  Interdisciplinary/Multidisciplinary Approach Teachers must not limit students’ learnings in Social Studies alone. They should relate their subject matter to other disciplines like science, math, music, art, and other areas. By doing this, they appeal to the various interests of the different pupils inside the classroom. A good example is tackling the problem on population explosion of the country today. Such questions may be asked: Compare the expenses of Mr. X and Mr. Y who have the same salary of Php6,000.00 a month and both are renting a room worth Php 1,500.00. Mr. X has two children while Mr. Y has five children. Both their wives are not working. Also no child of theirs is working. Who has a better life? Why? (A Mathematics oriented question). Is it helpful to have one toilet for a family of 15 members? Why? (A health-oriented question). Who among the artists you know practices family planning? Who doesn’t? (A personality-oriented question). Do you know a song or poem related to family planning? (A humanities oriented question).  Mastery Learning Approach This approach calls for setting up the desired performance level of success of the learners being taught by the teacher when evaluating learning or when doing activities to answer the problems posed them. Bright students may have the 80% up to 90% level of success. Average learners may give 65% to 75%; but poor learners may go as low as 50%to 60%.The teacher sets the performance or standard level of success for his class based on their mental ability in general. This approach is designed to make the pupils master the basic minimum learning competencies. They are expected to attain these competencies at the end of the school year. This approach uses the teach- reteach method. Its steps are: a. Teach a particular subject matter/topic. b. Give a 10-item formative test. Set 75% as your criterion level of success. c. Check the papers of the pupils. They may do it by exchanging their papers. d. Find out if they attained 75% (8 correct items). If all of them did, congratulate yourself. Probably, you taught well. The lesson ends. e. If 10 or more didn’t get 75%, reteach the said pupils. Give enrichment activity to those who got 75% and remedial lessons to those who got lower than the set standard.  Conceptual Approach The purpose of this approach is to make the students learn how to get and identify the facts and information. From these, they will identify the concepts and sub- concepts. Under each concept, sub-generalizations will be formulated. For each concept, one generalization will be arrived based on the sub-generalizations. A good example is a lesson about our national heroes. After teaching the said topic, the facts learned by the students should be recalled by writing them on the board or in several pieces of cartolina. ✓ Philippine heroes are categorized into two, namely: heroes of the first magnitude and heroes of the second magnitude. ✓ Heroes of the first magnitude refer to those who have made a national impact because of their contributions. These include Rizal, Bonifacio, Mabini, and few other ✓ Heroes of the second magnitude refer to those who have less impact nationally but are known either in the town, provincial or regional level. Examples are Dagohoy, Sakay, Lakandula and others. ✓ Heroes may come from the different socio-economic statuses of life. ✓ Some heroes vary in their deeds. Some died fighting; others wrote books or articles denouncing the enemy; others assisted in the revolution and others did a good deed for the country. APPROACHES NATURE / PURPOSE STRATEGIES/METHODS The main purpose is to make the learners look for Problem Solving Film/Slide Tape the answers by themselves. According to Bruner, Field Trips, 1. Discovery the discovery approach makes the learners: learn Interview and Survey Approach effectively, be actively involved, retain what has Participatory been learned, experience the self-rewarding effect Experimentation Demonstration Chart Analysis 2. Process To equip the learner with the Simple Processes Approach (observing, comparing, identifying, informing, Semantic Webbing Oral History looking meanings, etc.) and Complex Processes Simulation Participatory (reporting, doing research, interviewing, Research hypothesizing and controlling variables) Case Study Debate To enable them to solve problems effectively in their Field Study present and future life. Reporting Graph Interpretation  APPROACHES NATURE / PURPOSE STRATEGIES/METHODS 3. Inquiry Its purpose is foster the learner’s searching, Problem Solving Tri – Question Approach inquiring, and rational mind. Question and Answer (WHAT, WHY, HOW) Independent Study Case Study Through planned procedures, it is hoped that Experiments young people will recognize social science interpretation as an intellectual process, a Research never ending quest, and a continuing effort. 4. Constructivist A learning philosophy founded on the  Posing relevant problem Approach premise that, by reflecting on our experiences,  Seeking points of view we construct our own understanding of the  Structure learning around primary world we live in. Each of us generate our own concepts ‘rules’ and ‘mental models’.  Interactive learning building of what already know  APPROACHES NATURE / PURPOSE STRATEGIES/METHODS A module refers to a unit of instruction, usually complete in itself and therefore self-contained. 5. Modular Inductive Approach Deductive It is a great use for individually – paced learning or independent study. It is effective in the scheme of continuous progression. 6. Interdisciplinary Interdisciplinary is a combination of disciplines from Question and Answer and Multi- different related areas (Anthropology, Sociology, Debate, Lecture Disciplinary History, Economics, Political Science, and Approach Geography). Case Study Film/Slide Tape Multi-Disciplinary is a combination of different areas Problem Solving of discipline like: the Social Sciences, Humanities and Field Trips, Research Independent Study Philosophy.  APPROACHES NATURE / PURPOSE STRATEGIES/METHODS It is a searching process of exploring a collection Conceptual Method: of facts for similarities and differences for 7. Conceptual 1. Recall facts organizational properties. 2. Identify objects Approach Learners are guided to form generalizations based 3. Identify sub-concepts from sub-generalizations, sub-concepts, concepts, 4. Formulate sub -generalization for each and facts. concept 5. Formulate the overall generalization. Inductive 8. Analysis To help use logical thinking and scientific Research/Investigatory Approach investigation to decide objective answers to 1. Identify the problem about an issue questions/ problems/ issues. 2. Gather information using various means 3. Organize information gathered To assist the learners to use rational 4. Analyze the truth of gathered materials analytical process in interrelating and 5. Arrive at the answer to the problem 6. Report conceptualizing the result of their research 7. Application findings.  APPROACHES NATURE / PURPOSE STRATEGIES/METHODS 9. Action – Learning To provide students with opportunities for Problem Solving Method using group/class: Approach personal and social action based on their 1. Becoming aware of the problem about an issue. values. 2. Taking a positive stand on the problem/ issue. To encourage students to view themselves as 3. Deciding whether to act or not personal – social interactive beings, not fully 4. Planning strategies for action. autonomous, but members of the community 5. Implementation of strategies/action. or social system. 6. Reflecting on actions taken and considering next steps. 10. Moral Development To help students develop more complex Moral – Dilemma Method moral reasoning patterns based on the highest Approach 1. Present the dilemma set of values. 2. Dividing the action 3. Group work 4. Group presentation To urge students to discuss the reasons for 5. Class discussion their value choices and positions not merely 6. Value testing to share with other, but to foster changes of 7. Closing the discussion reasoning of students.  APPROACHES NATURE / PURPOSE STRATEGIES/METHODS 11. Mastery A process of arriving at the desired Teach – Re – Teach Method standard criterion/performance level Learning 1. Teach a subject matter of success determined by the teacher 2. Give a formative test Approach for her class to attain after teaching a 3. Find out if the learner attained the criterion level of certain subject matter. success 4. Give enrichment for those who attained it 5. Re-teach those who failed to attain it 12. Values The purpose is to develop clearer Ranking or Scale ,Agree / Disagree, Games, Role Playing, values and to make students have an Simulation, Brain Storming, In-depth self-analysis, Exercise Clarification active examination of their beliefs, or Case Study, Question and Answer Approach choices and decisions to enable them Modelong Values Clarification (Louis Raths) to utilize these in their lives.  Pagpili mula sa mga alternatibo.  Masusing pag-aaral. Malayang pagpili. Pagpapahalaga sa napiling alternatibo.  Pagpapatibay sa paninindigan sa napiling alternatibo.  Pag-aksyon sa napiling alternatibo.  Pagsasagawa ng paulit-ulit na paninindigan   APPROACHES NATURE / PURPOSE STRATEGIES/METHODS Learners interact with each other, sharing Small Group Discussion: 13. Group Dynamic ideas, and even shy ones is given a chance Round Table, T – table, Rectangular Table, to express their views, answers and Dyads, Triads Approaches feelings. Question and Answer 14. Integration Issues, programs, salient concepts are Case Study Approach combined / included in the subject matter Chart to bring about fundamental unity and oneness necessary in understanding man’s Lecture position in today’s society. Poster Making Song Analysis Using two or more approaches in tackling Any two or three or more strategies given 15. Eclectic a specific subject matter/ issue/problem in above. order to arrive at a comprehensive result. Approach