Elaine B.

Galang
BSED III- Major in History (Old Curriculum)
The Principle of Teaching II

Topic 1: Goals and Scope of the Teaching and Learning Araling Panlipunan
The teaching of Araling Panlipunan is expected to contribute to the development of a
holistically developed citizen who is aware and knowledgeable of and critically analyzes current
social issues and concerns in the local and global level.
The words "mapanagutan" (responsible), "produktibo" (productive), "makakalikasan"
(cares for environment), "makabansa" (nationalistic) at "makatao" (cares for humanity) and
phrases “na may pambansa at pandaigdigang pananaw" (has national and global awareness) "at
pagpapahalaga sa mga usaping pangkasaysayan at panlipunan" (appreciation for current and
social issues) imply a relationship with another - either a person, a country, the world and
environment. Indeed, it is social studies. This means that whatever knowledge, skills and
attitudes that the Araling Panlipunan student acquires must redound to the improvement of
his/her community both local, national and global including natural environment. The
development of his/her critical and creative thinking skills applied in his/her analysis of current
local and global issues environment. Indeed, it is social studies. This means that whatever
knowledge, skills and attitudes that the Araling Panlipunan student acquires must redound to
the improvement of his/her community both local, national and global including natural
environment. The development of his/her critical and creative thinking skills applied in his/her
analysis of current local and global issues and concerns is not done for its own sake but for
him/her to become more makatao, makabansa, at makakalikasan. All forms of "learning to
know", “learning to do”, learning to be” must lead to a community of people living together
peacefully for that is the true essence of man as a social being and as one meant to be social.
The objective of teaching Araling Panlipunan is to develop students understanding in primary
knowledge on aspects ogf historical, geographic, political and economics isssues together with
other social discipline in order for them to put into practice the pillars of learning such as the
learning to know, learning to do, learning to be and learning to live together.
Topic 2: Guiding Principles in the Teaching of Araling Panlipunan

Araling Panlipunan or Social Studies offer us important opportunities to know what is

happen in, where, when and how, making our understanding positive value, social studies help
in promoting, travelling experience and clearly show the inter-relationship and
interdependence between man and places above all, it is clearly shown the world is dynamic
rather than a statistic, social studies as a subject to solve the problems of society and give clear
insight into the problems of man and his environment.
Teachers are already feeling the pressure to lecture less and have the great
responsibility to make the whole learning environment more interactive , to integrate
technology into the learning process/experience, and to use collaborative learning strategies
that are appropriate to the learning. And teaching can be interesting if there are guiding
principles supplied. And the guiding principles in the teaching of AP cam be summarized in the
acronym of MAVIC: M-eaningful, A-ctive, V-alue Based, I-ntegrative, C-hallenging.
M-EANING it becomes meaningful when students are challenged to use disciplined
inquiry or use high-order thinking skills to construct meaning. It is meaningful when learning is
authentic.
A-CTIVE it requires students to process and think about what they are learning. Active
learning is “hand-on-minds-on-hearts-on”. Students work individually or collaboratively, using
rich and varied sources, to reach understandings, make decisions, discuss issues and solve
problems. Students interact teachers by asking and answering questions as teachers explain.
Students also interact with learning materials.
V-ALUE-BASED a powerful and effective AP teaching is value driven because its intended
outcomes the development of the mamamayang mapanagutan, makakalikasan, makabansa at
makatao. Students learn democracy right there in the classroom. It’s lesson are replete with
value—laden concerns and issues where students listen to competing arguments, asses the
merits of competing arguments and make informed and value-based decisions.
I-NTEGRATED it is sensitive to and integrates multiple intelligences and learning styles of
students. It integrates cognitive skills required in other disciplines as it provides opportunities
fro students to conduct inquiry, develop and display data, synthesize findings and make
judgements.
C-HALLENGING Learning task should neither be too easy to bore the students nor too
difficult to discourage them. AP teachers should know their students more than anything else
and so are in the best position to determine when the learning task are neither too easy nor too
difficult.
Topic 3: Methods And Techniques in Araling Panlipunan

Teaching is defined as instructing, tutorial or educating, as a profession it is

taken as a mission to mold the young. It refers to the vital role of teachers in
engaging students in activities that will enable them to acquire knowledge and
skills at the same time develop values and attitudes.
The K to 12 Curriculum Guide describes the teaching approach in the
teaching of Araling Panlipunan as based on constructivism, collaborative learning,
experiential and contextual learning, thematic approach, conceptual approach,
the conduct of survey, integrative, interdisciplinary and multidisciplinary.
1. Constructivist approach
Students come to class with entry knowledge and skills
2. Collaborative learning
Students learn better when they learn with others.
3. Experiential and Contextualized learning
Learning begins in experience and ends in experience.
Five phases:
 Experiencing
 Sharing or publishing
 Analyzing or processing
 Interfering or generalizing
 Applying
4. Thematic Method
Learning revolves around a theme
5. Conceptual approach
Students figure out the atributes of a group or category that has already
been formed by the teacher.
6. Integrative approach
Teaching and learning are more meaningful and further enriched if lesson is
connected to other disciplines (interdisciplinary) and is connected to real life
experiences (transdisciplinary).
Tri-Question
1.) What happened
2.) Why did it happen?
3.) What are the possible consequences?

2. Moral Dilemma Method

A person is torn between two actions.
3. Lesson Indigenization
Explaining using thought patterns and materials of indigenous
communities.
4. Using varied learning activities to cater the students’ multiple intelligence and
learning styles
5. Conduct survey or interview
6. Service learning