Philippines DIASS Guided Learning Activity Kit PDF

12 Guided Learning Activity Kit Quarter 2 – Week 8 1|Page Disciplines and Ideas in the Applied Social Sciences – Grade 12 Guided Learning Activity Kit Synthesizing the Learning from the Course and Its Application to the Learner Quarter 2 – Week 8 Re...

12 Guided Learning Activity Kit Quarter 2 – Week 8 1|Page Disciplines and Ideas in the Applied Social Sciences – Grade 12 Guided Learning Activity Kit Synthesizing the Learning from the Course and Its Application to the Learner Quarter 2 – Week 8 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Activity Sheet Writer: Norvin D. De Ocampo Editor: Willyn A. Bellido / Marycor M. Navalta Reviewers: Christian A. Torres Julie Anne M. Villanueva Illustrator: Dongil B. Bayani Layout Artist: Evelyn Grace T. Tadeo Management Team: Leonardo D. Zapanta EdD Michelle Ablian Mejica EdD Manolito B. Basilio EdD Grace G. Abad Garry M. Achacoso Rachelle C. Diviva Printed in the Philippines by Department of Education Region III Schools Division of Zambales Zone 6, Iba, Zambales Tel./Fax No. (047) 602 1391 E-mail Address: [email protected] Website: www.depedzambales.ph  Introduction Welcome Grade 12 learners! Throughout your journey in the course - Discipline and Ideas in the Applied Social Sciences thought you to be more aware of yourself, of the people that surround you, and of the society in general. Applied social sciences as an umbrella of social science discipline will not just only define and validate societal aims but it also has the capacity to influence learners to critically evaluate them on the anvil of universal values of social justice and environmental sustainability. Indeed, studying this course helped us to form man’s social character, made us an efficient or productive citizens of the Philippines, and helped us to solve the practical problems in our daily life. This course also provided knowledge to the learners to clearly understand how different societies are managed, structured and governed. Moreover, DIASS provided opportunities to explore, apply, and experience social sciences theories and methodologies in real-life settings through the practice of three applied social science disciplines: communication, social work, and counseling. To sum up all the learning that we have in our past discussions, this GLAK is intended to synthesize the course and its application to the learners by crafting or evaluating case studies or a comparison analysis. Learning Competency Synthesize the learning from the course and its application to the learners. 1|Page  Objectives At the end of this guided learning activity kit, you are expected to: 1. synthesize the learning from the field of social work through assessing a sample case study; 2. synthesize the learning in the field of counseling through assessing a sample case study; and 3. synthesize the learning in the field of communication through concept mapping. Review Directions: Complete the table. Identify the effects of applied social sciences processes in the first column. Give example of each effect by citing an example on the second column. Write your answer on a separate paper. Effect of Applied Social Sciences Example Processes 2|Page  Discussion SYNTHESIZING THE LEARNING IN THE FIELDS OF APPLIED SOCIAL SCIENCES THROUGH A CASE STUDY Case study is a systematic and critical investigation of a situation that exposes a problem and necessitates suggested solutions and recommendations. A case study analysis requires you to investigate a problem, examine the alternative solutions, and propose the most effective solution using supporting evidence. Hence, the structure of a good case study cannot be fitted into a single universal outline. Yet there are several imperative components that cannot be missed out to establish the core and supporting elements of a logical and persuasive reasoning. A common case study format comprises the following parts: Preparing the Case Before you begin writing, follow these guidelines to help you prepare and understand the case study:  Read and examine the case thoroughly.  Take notes, highlight relevant facts, underline key problems.  Focus on your analysis.  Identify two to five key problems.  Why do they exist?  How do they impact the organization?  Who is responsible for them?  Uncover possible solutions.  Review course readings, discussions, outside research, and your experiences.  Select the best solution.  Consider strong supporting evidence, pros, and cons: is this solution realistic? 3|Page Drafting the Case Study Once you have gathered the necessary information, a draft of your analysis should include these sections: I. Introduction  Identify the key problems and issues in the case study.  Formulate and include a thesis statement then summarize the outcome of your analysis in 1–2 sentences. II. Background  Set the scene: background information, relevant facts, and the most important issues.  Demonstrate that you have researched the problems in this case study. III. Alternatives  Outline possible alternatives (not necessarily all of them)  Explain why alternatives were rejected.  What are the constraints/reasons?  Why are alternatives not possible at this time? IV. Proposed Solution  Provide one specific and realistic solution.  Explain why this solution was chosen.  Support this solution with solid evidence.  Concepts from class (text readings, discussions, lectures)  Outside research  Personal experiences (anecdotes) V. Recommendations  Determine and discuss specific strategies for accomplishing the proposed solution.  If applicable, recommend further action to resolve some of the issues.  What should be done and who should do it? 4|Page Finalizing the Case After you have composed the first draft of your case study analysis, read through it to check for any gaps or inconsistencies in content or structure:  Is your thesis statement clear and direct?  Have you provided solid evidences?  Is any of the components from the analysis missing? Activities Guided Practice 1: We Do Directions: Think of two well-known news programs from different networks. Compare them using the table below by citing their relevance to the community, effects of the news program, role of the communicator, rights and responsibilities of communicator, and in terms of clientele and audiences of the networks. Write your answer on a separate paper. Key points in the field of News Program News Program communication No. 1 No. 2 Relevance to the community Role of the communicator Rights and responsibilities of communicator Effects of the news program Clientele and Audiences 5|Page Guided Practice 2 Directions: Read and analyze the case studies given in the field of counseling and social work. Give your synthesis by answering the guided questions that follow. Write your answer on a separate paper. Case Study 1 Sam is 17 years old and has been drinking alcohol for the last three years. Having been suspended from school at 15 years of age, Sam did not return to education and has been unemployed since 'officially' leaving school. Recently Sam has become bored and has started hanging around with a group of older youths who are involved in offending and who drink everyday. Sam's parents have become increasingly concerned about him and are now at their wits' end because Sam has been charged with:  Shoplifting  Breach of the peace  Possession of cannabis Guided Questions: 1. Based on what has been described above, what do you feel? 2. What might worry you here? Is there anything that surprises you about the behavior or actions taken? 3. If you were a social worker, what possible solutions or interventions can you offer to solve the problems? 6|Page  Case Study 2 Casey, a 24-year-old Caucasian woman, is seeking counseling for anxiety and depression that she attributes to problems in her current relationship. She and her partner have been having an increasing number of arguments recently, typically about Casey's behavior when they go out and about Casey drinking too much. In response to questions about her use of substances, Casey describes herself as a "social drinker." Her typical pattern is to consume 3-6 drinks during each of 2-3 drinking occasions per week. She began drinking regularly (1-2 times per week) and heavily (to intoxication) at the age of 13, usually in the company of an older cousin or school friends. She continued this pattern through high school but cut back during her first two years of college due to lack of money to buy alcohol and more difficult access. During her junior and senior years, Casey "came out" as a lesbian to her parents and family. She also resumed drinking heavily. After graduation from college, Casey and her partner of 3 years (Angie, age 24) moved into an apartment together, as both began working full-time. Casey and Angie are "out" at work and with both families of origin. Casey reports that they both decreased their drinking at this point, due to concerns about their finances and interest in starting their new careers. Both partners gradually increased the frequency and quantity of their drinking, as they became involved with a social group of older (late 30's) lesbians and began routinely going to a gay bar. Guide Questions: 1. Identify and sort the relevant facts presented by Casey. 2. Identify the problems, issues, concerns that arise in Casey's situation. 3. Develop a strategy for social work practice with Casey. Be sure that you have a concrete and specific strategy on how you would address alcohol-related issues with Casey. Consider what kind of reactions you might expect from her and develop a plan on how to respond to them. What kind of referrals in your practice community would you make and why? What are the intervention goals? 7|Page Independent Practice Directions: Conduct an individual case study that will objectively assess how the functions and effects of applied social sciences are manifested and explained in any of the following situations or settings. Use the format being discussed in the discussion. Be guided on the criteria below. Write your answer on a separate paper. a. Counseling b. Social Work c. Comparison of two television networks’ news and current affairs programs Excellent Very good Good Poor Criteria (4 pts) (3 pts) (2 pts) (1 pt.) Paper clearly addresses Paper Paper clearly the topic Paper suggests an addresses the and addresses the inability to topic and Responsiveness responds topic and comprehend responds to topic effectively to responds to the reflection effectively to all some few aspects of or to respond aspects of the aspects of the reflection. meaningfully reflection. the to the topic. reflection. Paper explores Paper shows Paper doesn’t Paper lacks the issues some depth demonstrate focus, Communication showing and sufficient demonstrates of Ideas thorough complexity comprehension confused comprehension of the of the text. thinking. of the text. thought. Paper is well Paper is Paper is organized adequately Paper is coherently and organized, poorly organized with developed generally organized Organization ideas with supporting and lacked supported by appropriate ideas with support from apt reasons reasons and reasons and the text. examples. examples. Paper has Paper has Mechanics Paper is some errors serious and Paper has (control of generally free but generally persistent few errors in mechanics, from errors in demonstrates errors in mechanics, sentence, mechanics, control of word choice, usage, and structure, usage, and mechanics, mechanics, sentence grammar, sentence usage and usage, and structure. spelling) structure. sentence sentence structure. structure. 8|Page  Assessment I. Directions: Match column A with the correct answer on column B. Write the letter of your answer on a separate paper. Column A Column B 1. Identify the key problems and issues a. Finalizing the case in the case study. b. Preparing the case 2. Demonstrate that you have c. Background researched the problems in this case d. Recommendations study. e. Proposed Solutions 3. What should be done and who should f. Introduction do it? 4. Take notes, highlight relevant facts, and underline key problems. 5. Is any component from the analysis missing? II. Directions: Write TRUE if the given statement is correct and FALSE if the given statement is wrong. Write your answer on a separate paper. 1. Case studies are systematic and critical investigation of a situation that poses a problem and necessitates suggested solutions, recommendations, and pathway to avoid related problems in future. 2. A case study analysis does not require you to investigate a problem, examine the alternative solutions. 3. Case studies are used by teachers to see how learners can apply received knowledge in daily situations. 4. The structure of a good case study can be fitted into a single universal outline or copied directly from a sample case. 5. Summarizing the outcome of your analysis is part of an introduction. 9|Page  Reflection Complete the following phrases. 10 | P a g e  References Bernardo, Ritchel, and Christian Ranche. 2016. Discipline S And Ideas In The Applied Social Sciences: K-12 Compliant Worktext For The Senior High School. 1st ed. Pasay City: JFS Publishing Services. "Case Study: Basic Guide For Students (With Examples)". 2020. Essaymap.Org. https://essaymap.org/blog/case-study/. "Chapter 17. Analyzing Community Problems And Solutions | Section 3. Defining And Analyzing The Problem | Main Section | Community Tool Box". 2020. Ctb.Ku.Edu. https://ctb.ku.edu/en/table-of- contents/analyze/analyze-community-problems-and-solutions/define- analyze-problem/main Dela Cruz, Arleigh Rose, Carl Fernandez, Ma. Lourdes Melegrito, and Violet Valdez. 2018. The Padayon Series: DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES. 927 Quezon Ave., Quezon City: Phoenix Publishing House, Inc. "Need Help With Writing A Case Study Analysis? See These Guidelines – Libanswers". 2020. Apus.Libanswers.Com. https://apus.libanswers.com/writing/faq/272074. Self-Learning Modules: Disciplines And Ideas In The Applied Social Sciences. 2020. Quezon City: Vibal Group, Inc. "Social Work: Study: Case Study 3". 2020. Socialwork.Ed.Ac.Uk. http://www.socialwork.ed.ac.uk/study/undergraduate/case_studies/cas e_study_3.. 11 | P a g e  12 | P a g e Review Assessment (Answers may vary) I. Matching Type Guided Practice 1 1. f. (Answers may vary) 2. c. 3. d. Guided Practice 2 4. b. (Answers may vary) 5. a. Independent Practice II. True or False (Answers may vary) 1. TRUE 2. FALSE 3. TRUE 4. FALSE 5. TRUE Key to Corrections  Acknowledgment The Schools Division of Zambales would like to express its heartfelt gratitude to the following, who in one way or the other, have contributed to the successful preparation, development, quality assurance, printing, and distribution of the Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade levels as a response to providing the learners with developmentally-appropriate, contextualized and simplified learning resources with most essential learning competencies (MELCs)-based activities anchored on the principles of guided learning and explicit instruction: First, the Learning Resources (LR) Development Team composed of the writers and graphic artists for devoting much of their time and exhausting their best efforts to produce these indispensable learning kits used for the implementation of learning delivery modalities. Second, the content editors, language reviewers, and layout evaluators making up the Division Quality Assurance Team (DQAT) for having carefully evaluated all GLAKs to ensure quality and compliance to DepEd standards; Third, the Provincial Government of Zambales, for unceasingly extending its financial assistance to augment the funds for the printing of these learning resources for use by learners and parents at home; Fourth, the teacher-advisers and subject teachers, in close coordination with the school heads, for their weekly distribution and retrieval of the GLAKs and for their frequent monitoring of the learners’ progress through various means; and Finally, the parents and other home learning facilitators for giving the learners the needed guidance and support for them to possibly accomplish the tasks and for gradually helping them become independent learners. To deliver learning continuity in this challenging circumstance would not be possible without your collective effort and strong commitment to serve our Zambaleño learners. Again, our sincerest thanks! The Management Team SENIOR HIGH SCHOOL TRACKS ACADEMIC TRACK TECHNICAL-VOCATIONAL- LIVELIHOOD (TVL) TRACK SPORTS TRACK ARTS AND DESIGN TRACK