CASE STUDY

After discussing the different programs of the national government to her grade 4 pupils, Teacher Lorna
highlighted the case of President Rodrigo Duterte’s War on Drugs as a program under peace and order.
She presented a short video clip that sheds light the basics of the anti-illegal drugs campaign – the
context, the goals, the agencies involved, and the procedure. After the video presentation, she divided
the class into small groups and assigned them to read texts on the positive and negative effects of drug
war. The aim of each group is to answer the question: Is the War on Drugs and to achieve peace and
order in our country? After the brainstorming, group presented their arguments to the class. The
teacher facilitated debates and answered queries until the class came up with their informed stand on
the issue.

Have you experienced doing a similar activity when you were in elementary) If yes, is the activity
successful in helping you deepen your understanding of the lesson? Not, what could be one possible
reason why your teachers opt not to do this? Strategy that Teacher Lorna utilized is called case study. In
this chapter, You learn what case study is and how it is implemented in the classroom.

 Case studies is an instructional method (not a theory) that refers to assigned

scenarios based on situations in which students observe, analyze, record,
implement, conclude, summarize, or recommend. Case studies are created
and used as a tool for analysis and discussion.
 Through the use of a case study, students can actively engage in applying
learned concepts, objectives, and knowledge to hypothetical situations by
using critical and higher order thinking skills to answer tough questions.
 the general purpose of a case study is to
describe an individual situation (case), e.g. a person, business,
organization, or institution, in detail;
identify the key issues of the case (your assignment question
should tell you what to focus on
analyse the case using relevant theoretical concepts from your
lesson
 Case studies are stories that are used as a teaching tool to show the
application of a theory or concept to real situations. Dependent on
the goal they are meant to fulfill, cases can be fact-driven and deductive
where there is a correct answer, or they can be context driven where multiple
solutions are possible.

THINK

The case study is a structured, learner-centered strategy that explores complex value-laden issues
through problem-solving and decision-making. In this strategy. Students are tasked to analyze one or
more cases and propose workable solutions. cases are defined by Kowalski, Weaver, and Henson (1994)
as general narrative descriptions of situations and incidents. In social studies, a case can be anything
from an actual or fictional event, a concrete or abstract issue, or a historical or current) phenomenon.
Based on the content, case studies can be classified into the following:

1. Live case studies. These are often based on an ongoing event where students and real-world
actors are simultaneously examining issues an arriving at solutions. Possible sources are current
news reports and cases. An example is the proposed shift of the Philippines from unitary a
federal form of government.
2. Historical case studies. These are largely based on historical events and can be depicted as
fiction or nonfiction. An example is the trial of Andres Bonifacio in Cavite.
3. Economics case studies These are focused on economic issues that can drawn from student’s
experiences or from international or national matters. An example of this the family budget of a
minimum wage worker.
4. Social issues case studies. These are based on problems and concerns affect society. In essence,
live case studies and economic case studies can also be considered under this classification. An
example is overpopulation in the National Capital Region.
5. Student-developed case studies. In this type (students are asked to come up with case studies
based on their own experiences and observations. This will encourage students to be more
involved since they are primarily affected by the issue. An example of this is the high prices of
goods in the school canteen.

Due to its goal of developing students’ problem-solving and decision-making skills- \ the study
strategy is often linked to problem-based learning. This philosophical tradition be traced back to
Dewey’s (1916) progressive belief that teachers should always tap Ttudents’ natural instincts to
investigate and create. In the 1980s, Barrows and Tamblyn eventually coined the term problem-
based learning to refer to learning that results from process of working toward the understanding or
resolution of a problem

STEPS

There are three basic steps –in implementing the case study strategy in the social studies classroom

1. Briefing. The teacher gives a brief background about the case. Aside from verbal instruction,
he/she can use video, picture, story, and other forms of print media and multimedia.
2. Discussion. Students are given sufficient time to analyze the given case and come up with
solutions. This may be effectively done by dividing the class into smaller groups. Afterward,
solutions are presented to the class.
3. Debriefing. The teacher stresses and clarifies social studies concepts and relates these to
students’ analysis and solutions.

ADVANTAGES

The use of case studies in social studies has a number of advantages for students. Because it is a
learner-centered pedagogy, students are empowered as active agents in the learning process
instead of passive receptors of information. They have to come up with their own interpretations
and solutions instead of relying on the teacher’s generalizations. Moreover, they are given .a
platform to provide answers to issues that real-world decision-makers are dealing with. Also, the
case studies strategy promotes a wide range of 21 st century skills, it develops the learner’s critical
and creative thinking skills through problem-solving and decision-making. Furthermore, their
communication, collaboration, and conflict resolution skills are further developed because they are
squired to discuss and negotiate their proposed solutions with their peers.

TIPS

1. Choose cases that are complex to provide a challenge. Refrain from selecting that have easy and
obvious solutions.
2. Emphasize to students that the process is as important as the product. Communication is
important and they should ensure that the idea of each person is valued.
3. Use, graphic organizers to structure the discussion. You can use the Means End Analysis (MEA)
to guide students’ thinking processes and the Solutions Examination to weigh their solutions.

GOAL/ END STATE

CURRENTY STATE

CONSIDERATIONS OR
IMPORTANT
INFORMATIONS
NECESSARY STEPS/
THINGS TO DO
MATERIALS NEEDED

THE PLAN

Figure: Means- end analysis graphic organizer

Problem: ___________________________________________________________

SOLUTIONS POSITIVE CONSEQUENCES NEGATIVE CONSEQUENCES

1.

2.

3.

Figure means: Solutions examinations graphic organizer

Decision: __________________________________________________________________

Supporting Statements

1.
2.
3.

**********************************************************************

SAMPLE DAILY LESSON PLAN ANALYZE HOW THE CASE STUDY STRATEGY IS UTILIZED IN THE
ELEMENTARY SOCIAL STUDIES CLASSROOM

Grade Level 6
Learning Area Araling Panlipunan
Quarter Ikaapat

I- OBJECTIVE

Content Standard Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa

patuloy na pagpupunyagi ngmga Pilipino tungo sapagtugon ng mga
hamon ng nag sasarili at umuunlad na bansa

Performance Standard Nakapagpapakita ng aktibong pakikilahok sa gawaing makatulong sa

pag-unlad ng bansa bilang pagtupad ng sariling tugkulin na siyang
kaakibat ng pananagutan sa pagtatamasa ng mga karapatan bilang
isang Malaya at maunlad na Pilipino

Learning Competencies/ 1. Nasusuri ang kontremporaryong isyu ng lipunan tungo sa

Objective pagtugon sa mga hamon ng Malaya at maunlad na bansa
2. Nakapagmumungkahimng mga posibleng solusyon na
tutugon sa inyu ng Overseas Filipino Workers
II- CONTENT KONTEMPORARYONG ISYU: Overseas Filipino Workers
III- Learning
Resources
References Araling Panlipunan 6 Learner’s Module
Araling Panlipunan 6 Teachers Module

Other Learning Resources Laptop/ projector/ task card/mga balota

IV- PROCEDURES
 I- Panganyak ( 4 minuto)
Magtatanung ang guro sa klase:
Sino sa inyo ang may kapamilyang OFW? Anu ang maibabahagi
ninyong karanasan nila bilang OFW?
Before the Lesson
II- Paglalahad ng mga Layuni at Paksa ( 1 minuto)
Pababasa sa mga mag aaral ang mga layunin ng aralin.

Ngayung araw, susuriin natin ang inyu ng pagkakaroon ng OFW at

mag iisip ng mga solusyon na tutugon sa isyung ito
I- Briefing ( 10 min)
Magpapakita ang guro ng maikling video na naglalahad ng isyu ng
OFW
During the Lesson II- Discussion( 10 min)
Hahatiin ng guro ang klase sa nim ang grupo. Bawat grupo ay
bibigyan ng babsahin na inilahad ang mga kasalukuyang isyu na
kinakaharap ng mga OFW. Gamit ang mga babasahin, pupunan nila
ang Means- end Analysis chart

Pagkatapos ng 10 minuto iuulat ng bawat grupo anag ganilang

solusyon. Itatala ito ng grupo sa solutions examinations graphic
Organizer na nakapaskil sa pisara. Pagkatapos ng lahat ng pag uuat,
titimbangin ng klase kung nau ang pinakamabisang solusyun na
tutugon sa isyu

III- Debriefing ( 3 minuto)

Itatanung ng guro sa klase:
1. Bakit mahalagang tugunan ng kasalykuyang adminstrasyun
ang isyu ng OFW?

AFTER THE LESSON I- Pag bubuod ( 2 minuto)

Itatanung ng guro ang sumusunod
1. Bakit maituturing na isng kontemporaryung isyu ang
pagkakaroon ng OFW?
2. Anu- Anong mga isyu ang kanilang hinaharap?
3. Anu-ano ang posibleng solusyon sa isyung ito?

II- Kasunduan
Magsaliksik ng mg argumento na sumusuporta o kumokontra sa
pagkakaroon ng climate change

FILL IN : Use the Case Study

A.

Grade Level 4
Learning Area Araling Panlipunan
Quarter Ikatlo

V- OBJECTIVE

Naipapamalas ang pag-unawa sa bahaging ginampanan ng

pamahalaan sa lipunan, mga pinuno at iba pang naglilingkod sa
Content Standard
pagkakaisa, kaayusan at kaunlaran ng bansa.

Performance Standard Naipapaliwanag ang tungkulin ng pamahalaan na itaguyod ang

 karapatan ng mamamayan.

1. Nasasabi ang kahulugan ng mabuting pamumuno.

2. Natatalakay ang epekto ng mabuting pamumuno sa
Learning Competencies/ pagtugon sa pangangailangan ng bansa.
Objective 3. Nasasabi ang kahalagahan ng isang mabuting pinuno o
lider.

VI- CONTENT Epekto ng Mabuting Pamumuno sa Pagtugon sa mga

Pangangailangan ng Bansa

VII- Learning
Resources
References Learner’s Material pp.262-267

Teacher’s Guide pp.120-122

Other Learning Resources Laptop, projector, lapis, bondpaper, at krayola

VIII- PROCEDURES

I. Panganyak ( 4 minuto)
Magkakaroon ng laro na tinatawag na Marching Drill kung saan
hahatiin ang klase sa apat na pangkat. Pipili ang bawat pangkat ng
kanilang lider at pagkatapos magtatanung ang guro sa klase:

*Paano kayo nagplano ng inyong gagawain?

*Paano ninyo ito naisasakatuparan?
Before the Lesson *Sa palagay ninyo, bakit nagging maayos at maganda ang inyong
presentasyon? Sumunod ba kayo sa inyong lider?

II. Paglalahad ng mga Layuni at Paksa ( 1 minuto)

Pababasa sa mga mag aaral ang mga layunin ng aralin.

Ngayong araw ay tatalakayin natin ang mga isyu patungkol sa

pagtugon ng pamahalaan sa mga pangangailangan ng bansa at
ang mabuting epekto nito.
I- Briefing ( 10 min)
Magpapakita ang guro ng maikling video at ilang larawan na
nagpapakita ng mga isyu patungkol sa pagtugon ng pamahalaan sa
pangangailangan ng bansa.

During the Lesson II- Discussion( 10 min)

Papangkatin ng guro ang klase sa tatlo na grupo. Bawat grupo ay
bibigyan ng babasahin na naglalahad ng isyu na kinakaharap ng
pamahalaan patungkol sa pagtugon sa pangangailangan ng bansa.
Gamit ang mga babasahin, pupunan nila ang Means- end Analysis
chart.

Pagkatapos ng 10 minuto iuulat ng bawat grupo ang kanilang

solusyon sa bawat isyu at magbibigay din sila ng mabuting epekto
nito kung matutugunan ng pamahalaan ang pangangailangan ng
bansa. Itatala ito ng grupo sa solutions examinations graphic
Organizer na nakapaskil sa pisara. Pagkatapos ng lahat ng pag uulat,
titimbangin ng klase kung ano ang pinakamabisang solusyun na
tutugon sa isyu.
 III. Debriefing ( 3 minuto)
Itatanung ng guro sa klase:
1. Bakit mahalagang mabigyang- solusyon ang mga isyu ng
pamahalaan sa pagtugon sa pangangailangan ng bansa?

I. Pag bubuod ( 2 minuto)

Itatanung ng guro ang sumusunod:
AFTER THE LESSON
2. Mahalaga ba na magkaroon ng isang mabuting pinuno?
3. Sa palagay ninyo, ano ang mga isyung kinakaharap ng
pamahalaan tungkol sa pagtugon sa pangangailangan ng
bansa?
4. Anu-ano ang posibleng solusyon sa isyung ito?
5. Paano kaya tumutugon ang isang mabuting pinuno sa
pangangailangan ng bansa?

II. Kasunduan
Maglahad ng ilang problema na nararanasan sa inyong tahanan
at ibigay ang mga solusyon o inyong ginagawang hakbang upang
masolusyunan ang mga problemang ito.

ASSESS

1. Enumerate the types of case studies based on content and give your own example for each

2. Why is case study considered a problem-based learning strategy?

3. What are the benefits of using case study instruction?

CHALLENGE

In wrapping up the discussion, especially of controversial cases, do you think it is important for the
teacher to explain his/her stand on the issue? Why or why not?

************************************************************************************

PANEL DISCUSSION
Teacher Madelle is about to teach the issues surrounding the modernization in the community. She
felt that there is a need to upgrade her pedagogy when she started to plan the lesson. She thought
of a strategy that will engage her students I n a higher level classroom activity. Soon after, she finally
decided that her students should become experts inside the class and share their thoughts and ideas
on a particular topic
 In the class, teacher Madelle divided the pupils into four groups of six members each. She assigned a
specific topic to be presented and discussed in the class the following day. With proper guidance,
the pupils were able to deliver their ideas following on the positive and negative sides of
modernization. At the outset, the pupils were tensed because of the question and answer portion,
but they felt at ease because Teacher Madelle helped them all throughout the activity.

The strategy that Teacher Madelle used in her classroom is called the panel discussion. In this
chapter, you will learn what panel discussion is and how it is planned and implemented in a social
studies classroom.

The panel discussion is a method that encourages the exchange of ideas that allows the panel
members and the audience to discuss a particular topic. It is often to shed light on issues, regarding
politics, community, and academic topic intents. The panel discussion can also be used inside the
classroom as a performance ask. The pupils are asked to be experts in various fields such as a
teacher, guidance) councilor, politician, doctor, engineer, etc. They assume the roles of whoever
they and explicate topics in their own context. The teacher, on the other hand, stands as a
moderator who facilitates the flow of ideas among the learners. In the long run, the moderator can
ask several question and can summarize the. Points, made by the panelist

Social studies education in the Philippines is grounded on the theory of constructivism. The panel
discussion has the underpinnings of the constructivist classroom climate. However, constructivist
classroom is more than the teaching strategies implemented by the teacher; it is more of creating
relationships between learners, teachers, and concepts (Windschitl, 1999). Thus, when properly
implemented. It can be a valuable teaching strategy that can produce several advantages in social
studies education.

To further understand how a panel discussion works inside the classroom, Kamen (2014) identified
the following guidelines:

How to conduct a panel discussion

 The teacher will act as the moderator. The learners will act as subject a experts; however,
the moderator is not a panelist. Hence, he/she will play s different role so his/her ability to
oversee the flow of discussion is important?
 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. Note: The idea is to ask questions bring out interesting stories with
spontaneity

ROOM SET-UP AND LOGISTICS

 To have a lively discussion, slides should not be used to replace discussion

 T put your panelists behind a table. It creates a formal notion and adds distance that prevents
good interaction between the panelists and the audience.
 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 to the front so
that the interactions can be better.
 Have a good microphone system ready.

THE MODERATOR TAKES CONTROL

 It is the moderator’s job to prevent anyone from disrupting the discussion. Moderator must
actively focus to keep things moving and to prevent any or audience member for any
disruptions.
  Moderator should introduce the panelists and the topics to be discussed.
 The moderator asks questions, calling on one or two panelists for each question. In this way, the
discussion will be kept moving. Don’t allow all the panelists to answer a question
simultaneously. Know when to move on to the next topic
 Ensure spontaneity, a moderator should be prepared with different sets of questions. Be a
moderator who knows how to easily communicate questions.
 The discussion interactive by polling the audience with a few questions. Is out there? What do
they do? Find out their areas of interest and list and ask people to raise hands in response
 Give the audience members a chance to participate.

TIMING IS EVERYTHING

 No more than 40 minutes for the panel discussion, leaving 20 minutes for audience questions
(30 if the discussion is lively) is the rule. However, because the number of groups to be
accommodated, the time can be cut short.
 To ensure audience participation, the teacher-moderator can give questions some audience
members ahead of time.
 In case the audience members want to take over, it is the role of the moderator keep them in
their seats and ensure the smooth flow of the activity.

EXPERIENCE

Study the sample Daily Lesson Plan below and analyze how the Panel Discussion tilized in the
elementary social studies classroom.

Grade Level

Learning Area Araling Panlipunan

Quarter

I. OBJECTIVE
Naipamamalas ang pang unawa sa pagkakalinlanan ng bansa
ayun sa sa mga katangiang heograpiyal gamit ang mapa
Content Standard

Performance Standard Naipamamlas ang kasanayan sa paggamit ng mapa sa pagtukoy

ng ibat-ibang lalwigan at rehiyon ng bansa

Learning Competencies/ Nakagagawa ng mga mungkahi upang mabawasan ang masamang

Objective epekto dulot ng kalamidad

Nakagagawa ng maagap at wastong pagtugon sa panganib

II. CONTENT Katangiang Pisikal ng aking Bansa- Mga kalamidad

III. Learning
Resources
References Araling Panlipunan Resources

Other Learning  Mga larawan ng Kalamidad na nararanasan sa bansa at

Resources mga rescue operation tuwing may kalamidad
 Mga babasahin
IV. PROCEDURES

Before the Lesson

During the Lesson

AFTER THE LESSON