TEACHING APPROACHES IN SOCIAL STUDIES

Maria Elena V. Sulio

Second Semester
Dr. JUVY JANE P. SALES
 Name of Institution: Northeast Luzon Adventist College Date Last Approaches
Teaching Revised: January 13, 2021
in Social Studies
College: Teacher Education Revision Date: January 13, 2021
Department: Social Science Semester Adopted: Second Semester

Vision Mission
A center of Teacher Education producing graduates who have reached their Teacher education exists to prepare future mentors of basic education with balanced
full potentials in meeting the challenges of professionalism and preparing instruction immersed in biblical values’ formation and committed to become
their students for the eminent return of our Lord and Savior Jesus Christ. missionaries in the classroom.

College Goals
1. Re-affirm Personal Relationship with God
2. Expressive Critical and Creative Thinking
3. Develop Healthy, Holy and Happy lifestyle
4. Exemplify Character Formation and Personal Discipline
5. Emulate Ethical and Moral Values
6. Manifest Duties and Rights of Citizenship
Program Outcomes: (This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.3.5.d. Integrate local and global perspectives in teaching the principle of the common good.
6.3.5.e. Employ principles of sustainable development in teaching and learning.
6.3.5.g. Display the qualities of an innovative teacher who has mastery of the subject matter
Class Information Instructor's Information
Schedule M-T-W Instructor's Name Maria Elena V. Sulio

Time 2:15-3:15Pm Office Hours M-W

8:00 A.M-5:00 P.M
Venue Online Class CP Number 09352022370

Term 2nd Semester E-mail Address mariaelenaviador@gmail.com

2021 - 2022

Course Name Teaching Approaches in Social Studies

Course Credits 3 Units
Course Descriptions The subject is intended primarily for “would-be-teachers” in Social Studies that need to have strong foundation and thorough grasp of the teaching-learning situation
in the field of Social Studies. It is also intended to prove their competency at the same time update themselves on current trends, approaches, methods and
techniques of teaching Secondary Social Studies under the Basic Education Curriculum.
Contact Hours 3 Hours
Prerequisite None
Course Outcomes At the end of the course, the pre-service teachers should be able to:
A. demonstrate knowledge on the foundation and the teaching-learning situation in the field of Social Studies; and
B. demonstrate an understanding on the current trends, approaches, methods, and techniques of teaching Secondary Social
Studies.

Alignment of Course Outcome with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

1. Apply common elements of an integrated curriculum responsive  The students are to create a lesson plan applying instructional materials they have
to the learners’ linguistic, cultural, socio-economic and religious  A Lesson Plan Integrating the learned. A format will be given to the students and will be checked using a checklist
backgrounds. instructional materials they and rubric.
2. Implement teaching strategies/approaches responsive to learners’ have learned
diverse needs and backgrounds.  The students will conduct a demonstration on how they would integrate the use of
 Group Demonstration instructional materials into their teaching. The teacher will evaluate their
3. Create a lesson plan using one of the various teaching models
Teaching performance based on a checklist and rubric.
and have a demonstration in class. The teacher will evaluate their
performance based on a checklist and rubric.  The students are to be paired in groups and conduct a demonstrative teaching
 Midterm and Final
4. Conduct a demonstration on how they would integrate activities Examinations applying Thematic teaching. They are to be evaluated using a rubric.
into their teaching.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 UNIT I. WHAT IS SOCIAL SCIENCE?
Week 2-5 UNIT II. WHAT THE “NEW” SOCIAL STUDIES HOPE TO ACHIEVE?
Week 6-7 UNIT III. WHAT IS “NEW” SOCIAL STUDIES?
Week 7-8 UNIT IV. INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES
Week 9-12 UNIT V. METHODOLOGY IN TEACHING SOCIAL STUDIES
Week 13-15 UNIT VI. EVALUATION ASSESSMENT IN THE SOCIAL STUDIES
Week 16-17 UNIT VII. PLANNING TO TEACH
Week 18 UNIT VIII. THE SOCIAL STUDIES TEACHER
 LEARNING PLAN
Desired Learning Outcomes Course Content/Subject Textbook/References Teaching and Learning Assessment of Resource Time IFL
(DLO) Matter Activities (TLAs) Tasks (ATs) Materials Table
At the end of these weeks, the Introduction: Salandanan, G. (2007).  Orientation on the Department Written objective Week Discovering
preservice teacher (PST) should Orientation on the Department Elements of good teaching. PVM, Strategic Goals, Core test on the 1 meaning
be able to: PVM, Strategic Goals, Core Quezon City: Lorimar Values, ang the Institutional difference of social Laptop
a. differentiate social science and Values, ang the Institutional Publishing Learning Outcomes of science and social
social studies; and Learning Outcomes of Wettrick, D. (2014). Pure NELAC studies, and salient
b. enumerate the salient feature of NELAC genius: Building a culture of features of the new Cellphone
the new social studies. innovation and taking 20%  Lecture-discussion using social studies
UNIT I. WHAT IS SOCIAL time to the next level. San PowerPoint Presentation on the
SCIENCE? Diego: Dave Burgess difference of social and science Video
1. Definition/Distinction Consulting, Incorporated and social studies, and on Presentation
between Social Science and salient features of the new s
Social Studies social studies.
2. The ‘New’ Social Studies:
its salient features
3. Rationale of the New
Social Studies
At the end of these weeks, the UNIT II. WHAT THE Corpuz, B. (2006). Principles  Lecture-discussion using Written objective Laptop Week Galatians 5:22-
preservice teacher (PST) should “NEW” SOCIAL STUDIES of teaching 2. Quezon City: PowerPoint Presentation on the test on the national 2-5 23:“God's Spirit
be able to: HOPE TO ACHIEVE? Lorimar Publishing national objective of education, objective of makes us loving,
a. enumerate and discuss what the Egan, K. (2005). An on the Philippine Constitution education, on the Cellphone happy, peaceful,
1. National Objective of
“New” Social Studies hopes to imaginative approach to and PD No. 6-A, and on the Philippine patient, kind,
achieve; Education (Elementary and teaching. San Francisco: C. A. Constitution and good, faithful,
taxonomies of educational Constitution
b. describe the cognitive, affective Secondary Level) Jossey – Bass objectives. PD No. 6-A, and on gentle, and self-
and psychomotor taxonomies; and 2. The Philippine Constitution  Think, pair and share on the taxonomies of controlled. There
Books
c. explain the behavioral and PD No. 6-A Basis of students’ view of PD No. 6-A. educational is no law against
objectives Objectives  Question-generated strategies objectives. behaving in any
in the social sciences. 3. Social Studies Instruction on taxonomy, and behavioral of these ways.”
4. Taxonomy objectives in the social
sciences.
a. Cognitive
b. Affective
c. Psychomotor
d. Behavioral Objectives in the
Social Sciences
a. Description of Behavioral
Objectives
b. Guidelines on how to
prepare Behavioral Objectives
 c. Practicum
At the end of these weeks, the UNIT III. WHAT IS “NEW” Corpuz, B. (2006). Principles  Lecture-discussion using Written objective Laptop Week Finding meaning
preservice teacher (PST) should SOCIAL STUDIES? of teaching 2. Quezon City: PowerPoint Presentation on test/essay on the 6-7 and giving
be able to: A. Innovations in Content Lorimar Publishing the innovations in and innovations in and importance to
a. discuss the innovations in and 1. The Conceptual Approach Egan, K. (2005). An approach to content approach to content, Cellphone differences
approach to content, the salient a. Why the Conceptual imaginative approach to  Note Comparison/Sharing the salient features
features of SEDP, and the Basic Approach teaching. San Francisco: C. A. (students take notes and of SEDP, and the Curriculum
Education Curriculum. b. Structure of the Content Jossey – Bass occasionally compare notes. Basic Education Guide of
b.1. Facts The instructor stops lecturing Curriculum Social
b.2. Concepts immediately after covering a Science K-
b.3. Generalization crucial concept and have 12
2. Approach to Content students read each other’s’
a. Selection of notes, filling in the gaps in Books
Multidisciplinary and their own note-taking.
Interdisciplinary
B. The Secondary Education
Development Program (SEDP):
Its salient Features
C. The Basic Education
Curriculum focus on
“MAKABAYAN”
At the end of these weeks, the UNIT IV. INSTRUCTIONAL • Salandanan, G. Lecture-discussion using Written objective Laptop Week Listening to
preservice teacher (PST) should MATERIALS IN SOCIAL (2007). Elements of good PowerPoint Presentation on the test/essay on 7-8 others
be able to: STUDIES teaching. Quezon City: instructional materials in social instructional
a. categorize learning experiences a. Using the Cone Experience Lorimar Publishing studies materials in Social Cellphone
into three modes; as a Guide • The “One Minute Paper” – Studies Organizing
b. describe the uses of maps, b. Using maps, globes, Students are asked to take out a • Oral presentation Curriculum thoughts
globes, textbooks, charts, graphs, textbooks, charts, graphs, etc. blank sheet of paper, pose a of the student Guide of
etc.; and question on the Cone Experience, summary of another Social
c. name topics in Araling and give them one or more student’s answer (in Science K-
Panlipunan Grades 7-10 which minute/s to respond. order to promote 12
can be used of maps, globes, active listening after
textbooks, charts, graphs, etc. the class had done Books
the “one minute
paper)
At the end of these weeks, the UNIT V. METHODOLOGY • Egan, K. (2005). An Power point
preservice teacher (PST) IN TEACHING SOCIAL imaginative approach to • Lecture-discussion using Presentation Listening to
should be able to: STUDIES teaching. San Francisco: C. A. PowerPoint Presentation on the Written objective others
a. describe the uses, and explain A. Approaches in Teaching Jossey – Bass approaches in teaching social test/essay on the Week
the advantages and Social Studies • Miller, J. L. (2005). studies different approaches 9-10
disadvantages of the different 1. discovery approach Mind magic: How to develop in teaching social Learning
approaches in 2. process approach the three components of • Matrix on the uses, advantages studies Independence
teaching social studies; and 3. inquiry approach intelligence that matters and disadvantages of the different
b. summarize the uses of the 4. multimedia approach today’s world. New York: approach • Oral presentation
different approaches. 5. value clarification approach McGraw of the summary of
6. mastery learning • Concept mapping that illustrates the different
7. eclectic approach the connections among the approaches
strategies.
At the end of these weeks, the B. Teaching Strategies • Casinto, C. D. C.  Matrix on the descriptions, Written objective Rubrics Week Ability to adapt
preservice teacher (PST) 1. What is teaching? What is (2009). Handbook on the uses, advantages and test on the 11-12 and flexibility
should be able to: Strategy? principles of teaching 1. disadvantages of the different descriptions, uses, Power Point towards
a. discuss the different teaching 2. How to select a Strategy? Manila: Rex Bookstore strategies advantages and Presentation challenges
strategies; and 3. Classification of Strategies . New York: Touchstone. disadvantages of the
b. express themselves about one 3.1. Expository Strategies • Corpuz, B. (2006).  Student Think-Aloud. The different strategies Ability to
strategy through oral 3.2. Enabling Strategy Principles of teaching 2. goal is for students to • Graded recitation communicate
presentation. a. unit method Quezon City: Lorimar uncover their own thinking • Oral presentation ideas with others
b. fieldtrip Publishing processes as they learn and on the topic chosen.
c. deductive/inductive understand a concept. As Rubrics shall be
method he/she performs a task, the provided.
d. lecture method student pauses to explain
e. project method thinking.
f. tri-question method
g. role playing and  Individual topic reporting.
socio-drama Student chooses a strategy in
h. moral dilemma teaching social studies, plan
method his/her method, teach, and
i. debate instructor gives feedback on
j. modular the presentation.
k. reporting
l. discussion
m. demonstration
n. semantic web spider
web/fact storm
At the end of these weeks, the UNIT VI. EVALUATION • Casinto, C. D. C. Written objective Power Point Week Ability to
preservice teacher (PST) ASSESSMENT IN THE (2009). Handbook on the Lecture-discussion using test/essay on the Presentation 13-15 communicate
should be able to: SOCIAL STUDIES principles of teaching 1. PowerPoint Presentation on the types of evaluation ideas with others
a. identify and examine the three A. Three Types of Evaluation Manila: Rex Bookstore evaluation assessment in the the social sciences Graphic
types of evaluation; and 1. diagnostic • Clark, R. (2011). The social studies • Oral presentation Organizers
b. analyze the types of evaluation 2. formative end of molasses classes: on analysis of Developing
3. summative Getting our kids unstuck–101 • Graphic organizer on the types samples of courage and
extraordinary solutions for of evaluation materials bravery
parents and teachers. New Evaluation for social studies Listening to
York: Touchstone. others
• Corpuz, B. (2006). • Analysis of sample of evaluation
Principles of teaching 2. materials for social studies
Quezon City: Lorimar
 Publishing
At the end of these weeks, the UNIT VII. PLANNING TO • Wiggins, G. J. and Lecture-discussion using Written objective Power Point Week Doing your best
preservice teacher (PST) TEACH McTighe, J. (2005). PowerPoint Presentation on test/essay on lesson Presentation 16-17
should be able to: A. Lesson Planning Understanding by design. lesson planning, types and
a. write an outline of lesson plan; B. Types of Lesson Plan Alexandria: ASCD, 2nd planning, types and kinds of kinds of lesson plan. Lesson Plan Understanding,
and 1. daily lesson plan Edition lesson plan. • Submission of an Tolerance and
b. develop and utilize creative 2. unit plan • Wiggins, G., & • Choosing a topic from the area approved lesson Inclusion.
and appropriate instructional 3. prototype daily McTighe, J. (2011). The of specialization; write a lesson plan
plan. C. Kinds of Lesson Plan understanding by design guide plan according to type/kind. • Oral presentation
1. detailed to creating high quality units. of the lesson plan
2. semi-detailed Alexandria, VA: ASCD. Integration of creative and
3. brief appropriate instructional plan to
the topic selected.
At the end of these weeks, the UNIT VIII. THE SOCIAL • Salandanan, G. Lecture-discussion using Written objective Rubrics Week Learning your
preservice teacher (PST) STUDIES TEACHER (2007). Elements of good PowerPoint Presentation on the test/essay on the 18 strengths and
should be able to: A. Qualities and teaching. Quezon City: qualities and responsibilities of a qualities and Power Point weakness as a
identify the qualities and Responsibilities Lorimar Publishing social studies teacher responsibilities of a Presentation Social Science
responsibilities of a social Wong, H. K. and Wong, R. T. social studies Teacher
studies teacher; (2018). The first days of Debate on what makes up a teacher
• distinguish the distinct qualities school: How to be an effective Filipino or a foreign social studies Being
possessed by Filipino teachers teacher. Mountain View: teacher. Recitation of the Responsible
compared to the others; and Harry K. Wong Publications, distinct qualities as
• apply the qualities of a teacher 5th Edition Coached Practice on the presented in the
that uses teaching strategies application of different strategies debate
responsive to the diversity of to diversified students. Strategies
students in the class, through are based on the appropriateness Demonstration
coached practice. to the lesson plan. teaching with
rubrics

Suggested Readings and  Acero, V. (2015). Principles of teaching 1. Manila: Rex Bookstore
References  Casinto, C. D. C. (2009). Handbook on the principles of teaching 1. Manila: Rex Bookstore
 Clark, R. (2011). The end of molasses classes: Getting our kids unstuck–101 extraordinary solutions for parents and teachers. New York: Touchstone.
 Corpuz, B. (2006). Principles of teaching 2. Quezon City: Lorimar Publishing
 Egan, K. (2005). An imaginative approach to teaching. San Francisco: C. A. Jossey – Bass
 Miller, J. L. (2005). Mind magic: How to develop the three components of intelligence that matters today’s world. New York: McGraw
 Salandanan, G. (2007). Elements of good teaching. Quezon City: Lorimar Publishing
 Wettrick, D. (2014). Pure genius: Building a culture of innovation and taking 20% time to the next level. San Diego: Dave Burgess Consulting, Incorporated
 Wiggins, G. J. and McTighe, J. (2005). Understanding by design. Alexandria: ASCD, 2nd Edition
 Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
 Wong, H. K. and Wong, R. T. (2018). The first days of school: How to be an effective teacher. Mountain View: Harry K. Wong Publications, 5th Edition
Course Requirements  A Lesson Plan
  Demonstration Teaching
 Laptop/PC/Cellphone
Grading System Suggested
COMPUTATION OF GRADE (RS/PS x70 + 30)
Midterm Finals
40%- Written Long Exam (Midterm) 25%-- Lesson Plan
30%- Modules and Lesson Plan 30%-- Examination
10%- Attendance and Class Active Participation (group work, mini-outputs 10%-- Class Active Participation (group work, mini-outputs in tasks, among
in tasks, among others) others)
20%- Flash Demonstration 35%-- Individual Demonstration
Classroom Policies Attend Zoom conferences schedule
Submit your activities on time with (1week adjustment for late passers)
Do your LESSON PLAN with little help from GOOGLE
EXPECTATIONS ON FACE TO FACE / ONLINE ATTENDANCE
-Attendance will be monitored during our Online Class Discussion. Open your camera at all times during class.
Prepared by: Checked by: Noted by:

MARIA ELENA V. SULIO VENIECRIS G. CADIZ JUVY JANE P. SALES

Instructor Subject Coordinator College Chair