SSC1 Final Exam Reviewer - Lecture Discussion PDF

**GUTIERREZ, HAYCEE S.** **SSC1 - FINAL EXAM REVIEWER** **LECTURE-DISCUSSION** - Most widely used instructional strategy across all grade levels and subject areas. - **Teacher-led discussion** or **classroom discussion.** - A direct instruction model which promotes interaction between...

**GUTIERREZ, HAYCEE S.** **SSC1 - FINAL EXAM REVIEWER** **LECTURE-DISCUSSION** - Most widely used instructional strategy across all grade levels and subject areas. - **Teacher-led discussion** or **classroom discussion.** - A direct instruction model which promotes interaction between teacher and students through explicit instruction combined with different levels of questioning. - Aims to veer away from the negative connotations of a lecture. - Founded on the cognitive theory of education. - Develops both lower-order and higher-order thinking skills. - Engages students in problem-solving and group decision-making. - Develops informed opinions based on evidence. **STEPS:** 1. **Introduction** - Providing a motivation activity, presenting the objectives, and giving an overview of the topic. 2. **Presentation of the Lesson** - Unfolding of the topic through the use of question-and-answer techniques and visual organizers. 3. **Comprehension Monitoring** - Checks students' understanding through different strategies of formative assessment. 4. **Integration and Closure** - Students summarize the lesson by highlighting the important points, synthesizing old and new information, and/or sharing evidence-based conclusions. **USING GRAPHIC ORGANIZERS** - In the 1**960s**, a major breakthrough occurred when **Ausubel** (1963) theorized how new concepts become facilitating factors that influence learning. - The brain organizes and stores information in a systematic manner, revolving around existing schemas. - Makes information easier to comprehend and remember. - Provides a visual representation in developing and summarizing students\' learning components. - Helps structure disjointed information by creating patterns that represent the interconnectedness of ideas (**Tacaiochta & Leibheal, 2008**). - The main function of graphic organizers is to present information in precise ways, highlighting relationships and the organization of concepts. 1. Familiarize yourself with different types of graphic organizers. 2. Explain to students what graphic organizers are and why they are useful in learning. 3. Present the specific graphic organizer for a topic. Point out its subject and organizational framework. 4. Use examples to illustrate the use of some graphic organizers. 5. Assign the graphic organizer as an individual, paired, or group activity **Eight Types of Graphic Organizers for Social Studies (Gallavan and Kottler, 2007)** 1. **Assume and Anticipate** - Best for formative assessment where teachers evaluate learners\' schema on a certain topic. Could be in the form of an opinion-seeking activity. 2. **Position and Pattern** - Helps teachers and students see the relationship of concepts with others, particularly in chronological order. 3. **Group and Organize** - Helps teachers and students understand that several ideas or parts are related to a single category. Can also show a central concept and its corresponding attributes. 4. **Compare and Contrast** - Used to identify similarities and differences between and among concepts, showing shared and exclusive characteristics. 5. **Relate and Reason** - Involves inductive and deductive thinking patterns. Shows whether a concept is part of a whole or the sum total of its parts. 6. **Identify and Imagine** - Uses various shapes and forms to visually represent several concepts or pieces of information, allowing students to see connections. 7. **Estimate and Evaluate** - Shows how to evaluate and explain concepts through visual perspectives (e.g., pie graph). 8. **Combine and Create** - Allows teachers and students to construct their own representations. **INQUIRY-BASED TEACHING STRATEGY** - In 1999, White, Shimoda, and Frederiksen developed an instructional theory enabling scientific inquiry as part of instruction across a variety of learners. 1. **Scaffold Inquiry** - Teachers should guide learners in attaining the goals of any discussion, using techniques to surface learners' knowledge and skills. 2. **Reflection** - The spontaneity of the discussion depends on the teacher's ability to guide learners to assess both sides of a situation, leading to generalizations. 3. **Generalization** - The optimum part of the process where learners create their beliefs and communicate their dispositions. **Questioning Techniques** **Gershon** (2014) identified different questioning techniques that Social Studies teachers can use: - **Might Question** - e.g., \"What might history be?\" Allows for open-ended responses where explanations can lead to the right answers. - **What If Question** - e.g., \"What if you became the mayor; what programs would you implement?\" Encourages creativity and speculation. - **Different Roles Question** - e.g., \"You are the judge; will you give your verdict in favor of the suspect?\" Encourages role-playing to explore real-world scenarios. - **Socratic Questioning** - Combines all aforementioned techniques to prompt deep questioning aimed at revealing wisdom. - **Gadfly Questions** - A series of questions that push learners to further elaborate their thoughts. e.g., \"What are elections all about?\" - **Stingray Questions** - A shift in the direction of questioning. e.g., \"You said that love is the answer; will love change the situation of the poor?\" - **Midwife Questions** - Used to elicit new ideas. e.g., \"That is a very good point. Can you elaborate further?\" - **Ignoramus Questions** - Teachers play dumb to encourage learners to explain further. e.g., \"I don't understand. Can you explain it to me?\" **CASE STUDY** A structured, learner-centered strategy that explores complex and value-laden issues through problem-solving and decision-making. **Case** General narrative descriptions of situations and incidents (**Kowalski, Weaver, and Henson**). **In Social Studies, a case can be:** - An actual or fictional event - A concrete or abstract issue - A historical or current phenomenon **Classifications of Case Studies Based on Content** 1. **Live Case Studies** - Based on ongoing events where students and real-world actors examine issues and arrive at solutions.\ Example: Proposed shift of the Philippines from unitary to federal government. 2. **Historical Case Studies** - Based on historical events, either fiction or non-fiction.\ Example: The trial of Andres Bonifacio in Cavite. 3. **Economics Case Studies** - Focused on economic issues drawn from students' experiences or from national/international matters.\ Example: Family budget of a minimum wage worker. 4. **Social Issues Case Studies** - Based on societal problems and concerns.\ Example: Overpopulation in the National Capital Region. 5. **Student-Developed Case Studies** - Students create case studies from their own experiences and observations, encouraging involvement.\ Example: High prices of goods in the school canteen. **Three (3) Basic Steps in Implementing the Case Study Strategy in the Social Studies Classroom:** 1. **Briefing** - The teacher gives a brief background using videos, pictures, or other forms of media. 2. **Discussion** - Students analyze the case and come up with solutions, often in smaller groups. 3. **Debriefing** - The teacher clarifies Social Studies concepts and relates them to students\' analysis and solutions. **JIGSAW** \- cooperative learning strategy developed by **Elliot Aronson** and his colleagues in **1971**. \- first implemented in **Austin, Texas**, to reduce tensions among white, Hispanic, and African-American students. \- aimed to encourage cooperation and teamwork, breaking down interpersonal barriers. -based on Vygotsky\'s Social Constructivism Theory, it emphasizes that children develop knowledge through social interaction. -resembles a jigsaw puzzle. **PANEL DISCUSSION** **-** encourages the exchange of ideas that allows the panel members and the audience to discuss a particular topic. \- shed light on issues regarding politics, community and academic topic contents. \- pupils are asked to be experts in various fields as a teacher, guidance councilor, politician, doctor, engineer, etc. -students assume the roles of whoever may portray and explicate topics in their own context. \- teacher stands as a moderator who facilitates the flow of ideas among the learners and can ask several questions and can summarize the points made by the panelists. #### **HOW TO CONDUCT A PANEL DISCUSSION** - The teacher will act as the moderator. The learners will act as subject area experts. The teacher will oversee the flow of discussion. - Group the learners depending on the number of students. It should not exceed 7 members. - The moderator and members should create a list of interview questions. - During the pre-event interviews, the moderator should take good notes and discover interesting stories and opinions that each panelist can give. - The moderator, after the simple interview, will then develop a final list of questions for the actual panel discussion. #### **ROOM SET-UP AND LOGISTICS** - To have a lively discussion, slides should not be used to replace discussions. - Don't put your panelists behind a table. It creates a formal notion and adds distance that prevents good interaction between the panelist and the audience. - The best set up is for the panel discussion to be in a slight semi-circle on comfortable chairs with the moderator sitting in the middle. - Place the exact number of seats for the expected panelists. This gets people to sit close to the front so that the interaction can be better. - Have a good microphone system ready. **TIMING** - No more than 40 minutes for the panel discussion, leaving 20 minutes for audience questions is the rule. - To ensure audience preparation, the teacher-moderator can give questions to some audience members ahead of time. - In case the audience members want to take over, it is the role of the moderator to keep them in their seats and ensure the smooth flow of the activity. **TECHNOLOGY-BASED INTERACTIVE TEACHING STRATEGY** -Teachers must be able to infuse technology in their instruction so as to immerse the learners in a more interactive manner.  **ADDIE Model** \- can be used in crafting technological advancement in instruction. 1. **A-nalysis.** This phase is considered the goal-setting stage. The focus of the designer is to target all learning competencies. 2. **D-esign.** All goals, tools and performances are laid down, ready for the next stage. 3. **D-evelopment.** This stage starts with the production and testing of various methodologies used in the plan. 4. **I-mplementation.** The key word in this stage is procedure. Teachers or designers must be guided by various steps crafted in the preceding stages. 5. **E-valuation.** The final stage evaluates both the processes and the outcomes of the model. In here, the teachers are encouraged to see the results formatively and summatively. **LIST OF APPLICATIONS FOR TEACHING** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. **ROLE-PLAY AND SIMULATION** \- strategies categorized under creative dramatics, along with the dramatic play and the mock trial. \- founded on the experiential learning theory of **Dewey** (1938) and **Kolb** (1975) which believes that students learn best when they are presented with concrete experiences they can reflect on, analyze and test in new situations. **Role playing** -unrehearsed dramatic presentation that enables participants to explore alternative solutions to a given problem (Chapin, 2013). \- some students are tasked to enact their solution to an open-ended situation while the rest of the class observes. **Simulation** -a strategy that provides a representation of some phenomenon, event, or issue that exists in the real world, usually in the form of a game (**Beal & Bolick, 2013**). \- the objective may be to solve a problem, to arrive at a decision, to experience the situation, or feel the consequence. **2 FORMS:** - computerized - non-computerized **STEPS:** **1. Initiation and direction.** This involves setting the stage for the role-play or simulation by identifying and discussing the problem to be resolved or situation to be experienced by the students. **2. Describing the scenario.** The teacher presents the situation through explicit instruction or media presentation (showing a picture, watching a video, reading a story, etc.) **3. Assigning roles.** The teacher selects members of the class and assigns them characters. The actors/actresses and audience are then briefed about their roles. **4. Enactment.** Students present their scenarios or engage in simulation. **5. Debriefing.** This is considered as the most integral part because reflection, generalization, and conclusion take place here. **FIELD STUDIES** **-** learning experiences outside the four corners of the classroom. \- enable the learners to personally gather and analyze data in their own context. \- field studies provide learning experiences that transcend a regular classroom through direct experiences and observations. -gives the learners a taste of the outside world which allows them to clearly see what happens in their community. \- optimum benefit of field studies for teachers is that it allows the learners to target a wide range of learning competencies. -learners are directly involved in the planning, implementation, and assessment of the activity. -for students, it creates learning opportunities that promote critical thinking, long-term retention, positive attitude toward subjects, appreciation, and increased curiosity. -teachers are benefitted in such a way that the series of excursions add new educational perspectives through teachable moments that rarely happen in the classroom (Manner, 2018). **Challenges in Field Studies** - **Curriculum alignment.** One of the most defeated purposes of field trips is its curriculum relevance. Sometimes, the curriculum aspect is replaced by leisure engagement. To ensure curriculum alignment, teachers must thoroughly plan and execute the desired learning outcomes before any other purpose. - **Lack of understanding of field studies.** Before conducting the activity, teachers must ensure that their learners have fully understood the nature and purpose of the field study. - **Costly.** Financial requisite is the biggest problem in this teaching strategy. - **Preparation time.** Field studies require much time, from preparation up to classroom discussion and assessment. - **Safety.** This is the most debated issue, among others. Recently, the Department of Education lifted the moratorium on off-campus activities and implemented new guidelines that adhered to K-12 demands. And to ensure safety, all schools must abide by its provisions. **What to Keep in Mind when Planning and Doing Field Studies** For a smooth and successful field study, the Centre for Teaching and Learning (2019) enumerated things that teachers need to keep in mind in planning and conducting the said activity. - - - - - - Service Learning \- **Service Learning** is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen communities (National -Service Learning Clearinghouse, n.d.). -Service Learning targets the acquisition of specific knowledge, skills and values. -It ensures that students learn the Social Studies content through active participation in community service. Service Learning is founded on the philosophical roots of the **experiential learning theory** of **Dewey (1938), Freire (1970) and Kolb (1984).** Students are actively involved in a concrete experience, encouraged to do a reflective observation, and expected to integrate abstract concepts that they learned in the classroom to understand their experience. **THREE (3) TYPES OF SERVICE LEARNING:** 1. **Direct Service Learning.** This requires students to come in direct contact with the community or people in need. Examples: conducting an outreach program for the elderly and tutoring out- of-school youth 2. **Indirect Service Learning.** This entails students to channel resources for a certain project without directly interacting with the people they intend to help. Examples: doing fundraising activities for persons with disabilities and donation drives for victims of calamities. 3. **Advocacy Activities.** These require students to engage in work on behalf of a specific cause. Example: awareness campaign against dengue. **STEPS** 1. **Preparation.** This involves providing students with the necessary skills and information for the project. 2. **Action or Service.** After orienting students and seeking their commitment, the project is commenced and actualized. 3. **Evaluation and Reflection.** This is the act of thinking critically about their experience in the project. 4. **Celebration.** As a culminating activity, this may be done to extend gratitude to the participants and to share their experience with parents, administrators, and other teachers and students. ASSESSING LEARNING IN SOCIAL STUDIES - **Assessment** is a process of gathering information to come up with decisions on intervention and instruction with young children. - This process is effective when it is multidisciplinary and is anchored on the learners everyday tasks (Mindes & Jung, 2015). - It is seen appropriate if it encompasses all developmental areas of learning namely: cognitive (mental), affective (socio-emotional), and psychomotor (physical). - DepEd defined **assessment** as a process that is used by teachers to monitor the progress of learners in relation to the learning standards and in the development of 21^st^ century skills. **ASSESSMENT IN SOCIAL STUDIES** - National Council for the Social Studies (NCSS)- of the leading advocates of Social Studies education. - Argued that Social Studies assessment methods should always be aligned with the goals of Social Studies, encompassing objectives, and have more authentic tasks: - Assessment tools should be grounded on the goals of the curriculum; be a mechanism for improved curriculum and instruction; evaluate content and process; be applicable for diagnostic, prescriptive, and instructional purposes; and possess fairness to all learners. - Assessing students' achievement should: be especially used to improve instruction; involve a variety of approaches and tools to measure knowledge, skills, and attitudes; be in line with the curricular objectives and the classroom experiences; and be cumulative and sequential. - National and local agencies should: support the capacitation of teachers in developing, selecting and implementing assessment tools; involve educators and other Social Studies specialists in crafting objectives, planning for instruction and assessment, and designing assessment instruments; and evaluate enduring effects of Social Studies education. Kurfman (1991) identified common criticisms on Social Studies assessment in the past. - Social Studies test has failed to measure student understanding, application, appreciation, and most importantly, critical thinking. - The open-ended types of tests such as essays were also questioned due to time constraints both in instruction and examination. - On the issues that center on the effects of testing the achievement and the validity of test scores as determinants of accomplishment. - Social Studies assessment, should therefore, create a feedback mechanism that reflects potential implications for the improvement of curriculum and instruction. - **Responsive.** Visible assessment works generate data that inform the curriculum and instruction. That is, teachers could adjust instruction, and educational leaders can consider additional educational opportunities to cater to the present needs of the school community. - **Flexible.** Curriculum design, lesson and assessment require flexibility and resilience. With - **Integrated.** Assessments must always be reflective of the learners9 day-to-day life experiences. - **Informative.** The desired 21^st^ century assessment must be clearly stated and explicitly taught where students are free to display their knowledge and skills. - **Multiple Methods.** In the 21^st^ century, an assessment continuum that includes an array of differentiated strategies is the norm. - **Communicated.** The communication of assessment data must be transparent and readily available for all stakeholders. - **Technically Sound.** Accommodation and adjustments in assessment must always be readily - **Systematic.** The 21^st^ century assessment system is a microcosm of an entire system of comprehensive and well-aligned strategies that is inclusive and balanced. **FORMATIVE ASSESSMENT** - Includes both formal and informal processes that teachers and students use to gather data for the purpose of identifying next steps in learning (Chappuis, 2015). - It also refers to the kind of assessment that provides feedback about the performance of learners to accelerate and improve learning. - It is also the use of gathered information to adjust teaching and learning to maximize the development of the learners. In a nutshell, what makes formative assessment formative is the immediate usage of information to adjust teaching for maximum learning (Shepard, 2009). - Formative assessment can be used in all the parts of the lesson, i.e., before the lesson, the lesson proper and after the lesson, where formative assessment serves a specific purpose in each part. #### COLLABORATIVE FORMATIVE ASSESSMENT **WHAT IS SUMMATIVE ASSESSMENT** **COMPONENTS OF SUMMATIVE ASSESSMENT** +-----------------------+-----------------------+-----------------------+ | **Written Work (WW)** | 1. | | | | | | | | | | | | | | | | 2. | | +-----------------------+-----------------------+-----------------------+ | **Performance Tasks | 1. Involve students | | | (PT)** | in the learning | | | | process | | | | individually or | | | | in collaboration | | | | with teammates | | | | over a period of | | | | time. | | | | | | | | 2. Give students | | | | opportunities to | | | | demonstrate and | | | | integrate their | | | | knowledge, | | | | understanding, | | | | and skills about | | | | topics or lessons | | | | learned in a | | | | specific | | | | real-life | | | | situation by | | | | performing and/or | | | | producing | | | | evidence of their | | | | learning. | | +-----------------------+-----------------------+-----------------------+ | | 3. Give students the | | | | freedom to | | | | express their | | | | learning in | | | | appropriate and | | | | diverse ways. | | | | | | | | 4. Encourage student | | | | inquiry, | | | | integration of | | +-----------------------+-----------------------+-----------------------+ | **Quarterly | 1. Synthesize all | | | Assessment (QA)** | the learning | | | | skills, concepts | | | | and values | | | | learned in an | | | | entire quarter. | | +-----------------------+-----------------------+-----------------------+ **Assessed- Teachers s**ole responsibility to plan and execute effective assessment strategies. Performance Standards Learning Competencies Concept Development +-----------------------------------+-----------------------------------+ | **Remembering** | The learner can recall | | | information and retrieve relevant | | | knowledge from long term memory: | | | *identify, retrieve, recognize, | | | duplicate, list, memorize, | | | repeat, reproduce*. | +-----------------------------------+-----------------------------------+ | **Understanding** | The learner can construct meaning | | | from oral, written, and graphic | | | messages: *interpret, exemplify, | | | classify, summarize, infer, | | | compare, explain, paraphrase, | | | discuss.* | +-----------------------------------+-----------------------------------+ | **Applying** | The learner can use information | | | to undertake a procedure in | | | familiar situations or in a new | | | way: *execute, implement, | | | demonstrate, dramatize, | | | interpret, solve, use, | | | illustrate, concert, discover.* | +-----------------------------------+-----------------------------------+ | **Analyzing** | The learner can distinguish | | | between parts and determine how | | | they relate to one another, and | | | to the overall structure and | | | purpose: differentiate, | | | distinguish, | | | | | | compare, contrast, organize, | | | outline, attribute, deconstruct. | +-----------------------------------+-----------------------------------+ | **Evaluating** | The learner can make judgments | | | and justify decisions: | | | coordinate, measure, detect, | | | defend, judge, argue, debate, | | | critique, appraise, evaluate. | +-----------------------------------+-----------------------------------+ | **Creating** | The learner can put elements | | | together to form a functional | | | whole, create a new product or | | | point of view: generate, | | | hypothesize, plan, design, | | | develop, produce, construct, | | | formulate, assemble, design, | | | devise. | +-----------------------------------+-----------------------------------+ #### HOW TO PLAN FOR ASSESSMENT 1. **What is to be assessed?** 2. **What is the purpose of the assessment?** 3. **What assessment tools will best provide the information we need?** 4. **Who will collect the data: teachers, students, or outside judges?** 5. **How often and when will the data be collected?** TRADITIONAL AND AUTHENTIC ASSESSMENT IN SOCIAL STUDIES **Traditional Assessment-** refers to the tools such as multiple choice tests, true or false, fill-in-the-blanks, matching types, etc. \- students typically answer questions through recalling information from a schema. standardized or teacher-made PURPOSES OF TRADITIONAL ASSESSMENT - **Feedback of Evaluation Results.** Once the teachers are done with the evaluation process, it is now time for them to report the results of the evaluation. Strengths - **Reliability.** An assessment tool is reliable when it measures what it is supposed to measure. This is the main highlight of traditional assessment. Teachers are able to convert the different competencies required in the curriculum guide in the form of an objective type of test. - **Validity.** Traditional assessment becomes valid only when it answers the following questions: What is to be measured?; How consistently is it measured? (Ebel & Frisbie, 1991). This implies that valid assessment tools will allow the learners to score the same regardless of the date they take the exam and whoever administered the exam. - **Easy to Administer and Check.** The pencil-and-paper type of tests generally contain only a specific answer per item which makes it easier to administer and check Limitations - **Individualist.** Traditional assessment is mainly designed to measure learning on an individual basis. - **Competition.** Traditional assessment is limited only to individual learners which could start and cultivate competition among other learners. GUIDELINES TO PROMOTE VALIDITY AND RELIABILITY IN TRADITIONAL ASSESSMENT ITEMS +-----------------------------------+-----------------------------------+ | Directions refer to specific | | | headings and address | | | | | | \ - **Determining and communicating scoring rubrics for evaluation.** In every activity that students have to do, they must be guided by how they will have to be graded. - **Identifying proofs for supporting decisions.** If possible, teachers in basic education must always elaborate on why the learners ended up with their scores. - **Improving educational and instructional programs.** Authentic assessment must always address the improvement of educational outcomes. #### Strengths - **Authentic assessments are direct measures.** The main idea behind authentic assessment is for learners to use in real life what they have learned inside the classroom. - **Authentic assessments capture the constructive nature of learning.** Social Studies education must be constructivist in nature where learners are not passive receivers of knowledge but rather the creator and developer of skills. - **Authentic assessments integrate teaching, learning and assessment.** It is possible to combine teaching, learning and assessment. - **Authentic assessments provide multiple paths to demonstration.** There are various ways for learners to demonstrate how much they have learned. #### Limitations - **Subjectivity in scoring.** Teachers are advised to create their own ways to remove it or if not, - **Costliness.** In performing authentic tasks, learners may provide materials that would help achieve high scores. - **Limits skills and knowledge that are assessed.** It only focused on what is required. - **Time constraints.** It is apparent that when students have to perform, they should also be given enough time to consolidate their concepts and practice. #### Which Assessment Type is Better? -------------------------------------------------------------------------- -- Generally relies on forced-choice, written measures. Relies on proxy measures of student learning to represent target skills. Encourages memorization of correct answers. Goal is to measure acquisition of knowledge. Curriculum directs assessment. Emphasis on developing a body of knowledge. Promotes \ 2. **Identify the physical structure.** Teachers just have to assess the best possible way to present the portfolio. Teachers can use a traditional portfolio which is a tangible portfolio or an electronic portfolio which can be presented in a compact disc (CD). 3. **Determine the sources of content.** A good portfolio must have a specific theme that learners and teachers must uphold. To guide you in choosing the sources of content, Musial (2009) identified several artifacts in Social Studies portfolios, which are: presentation of a view of society; written description of different cultures, institutions, and professions; discussion of equality, justice, democracy, freedom, rights and other large social concepts; drawing of artifacts; timelines; position paper on social issues; investigation on social issues; and proposal to respond to a social issue. 4. **Determine the student reflection guideline.** Before implementing your portfolio assessment, make sure that the learners are aware of the processes, content, purpose, and the evaluation process. Teachers must always back up the children as a facilitator willing to help them achieve what is expected of them. Here comes the principle of scaffolding where teachers must give due support in the areas that are unclear and difficult for the learners. 5. #### Identify the scoring rubric then evaluate. It is Recommended that in creating and/or using scoring rubrics, teachers must assess the alignment of the criteria with the expected learning targets. This could easily be seen by comparing each criterion to the learning competencies (e.g., Criterion 1: excellently provides sound argument vs. LC 1: creates a simple reaction paper on social issues). 6. **Communicate the results of portfolio evaluation.** After fairly evaluating the portfolio, the terminal step of the assessment process is the