INSTRUCTIONAL MODELS

FOR
SOCIAL STUDIES
 OBJECTIVES
• Define an instructional model and explain its
importance in instructional planning
• Compare and contrast the different instructional
models for social studies
• Explain the procedures for each instructional model
and apply it to the elementary social studies
curriculum
• Write a unit or lesson plan in elementary Social Studies
that adheres to one instructional model
 INSTRUCTIONAL MODEL
• Serves as a general framework for the process of
learning.
• It is comprised of a variety of teaching strategies and
a set of step-by-step procedures that should be done
to achieve the instructional goals.
• May be compatible with a particular goal or content
but not in another. As such, teachers need to be
familiar with the different instructional models that can
be utilized in planning effective instruction for
elementary social studies.
 DIRECT INSTRUCTION MODEL
Most commonly used instructional model in social
studies. Also called expository learning or explicit teaching,
defined as a “highly-structured, teacher-centered strategy
that capitalizes on such behavioral techniques as modelling,
feedback, and reinforcement to promote basic skills
acquisition”
It requires teachers to convey facts and details,
demonstrate skills and learning, provide immediate
feedback, and give guided and independent practices to
test student learning. Strategies that fall under this model are
lectures, class discussions, and demonstrations.
 DIRECT INSTRUCTION MODEL
One example of direct instruction is Hunter’s Seven-Step Model. It was
developed by Madeline Hunter who believed that this model can be
adopted by any grade level and subject. It can be done by the following
these steps:
1. Anticipatory Set. The teacher motivates the students by directing their
attention to the lesson. He/she may pose a question, show a video or
picture, or tell a story.
2. Objective and Purpose. The teacher states the purpose
3. Input. The teacher presents his/her own timeline which contains five
important events in his/her life.
 DIRECT INSTRUCTION MODEL
One example of direct instruction is Hunter’s Seven-Step Model. It was
developed by Madeline Hunter who believed that this model can be
adopted by any grade level and subject. It can be done by the following
these steps:
4. Modelling. The teacher, an invited resource person, or a member of the
class demonstrates what all students should be able to do.
5. Checking for Understanding. The teacher asks questions or requests
demonstrations from students to ensure that they understood the lesson.
6. Guided Practice. Students are asked to perform individual tasks while the
teacher roams around the classroom to ensure that they are doing it
correctly.
 DIRECT INSTRUCTION MODEL
One example of direct instruction is Hunter’s Seven-Step Model. It was
developed by Madeline Hunter who believed that this model can be
adopted by any grade level and subject. It can be done by the following
these steps:
7. Independent Practice. Once all students demonstrate their knowledge, the
teacher gives them tasks which they should perform completely without the
aid of the teacher.
 DIRECT INSTRUCTION MODEL
The table in the next slide illustrates an example of Hunter’s Seven-Step Model.
• The topic is:
“Ang Aking Kwento”
• The level is:
Grade 1
• The competency is:
“Nakikilala ang timeline at ang gamit nito sa pag-aaral ng
mahahalagang pangyayari sa buhay hanggang sa kanyang kasalukuyang
edad.”
DIRECT INSTRUCTION MODEL
 INQUIRY MODEL
Ellis (2010) defines inquiry as an investigative process based on the
examination of evidence, often using questioning, hypothesis testing, and
data gathering to arrive at an evidence-based conclusion.
Introduced by John Dewey in the 1920s, this model is one of the most
common indirect approaches in social studies instruction and is also often
used by social scientists in the conduct of historical, anthropological, and
sociological research.
It is a student-centered approach, it can increase student motivation
and active participation especially if the questions posed by the teacher are
interesting and challenging.
It also promotes the development of research skills and the use of
critical thinking since students are asked to use multiple sources to arrive at
valid conclusions.
 INQUIRY MODEL
In topics with real-world applications, students are also trained to solve
practical problems using the scientific method.
The main challenge for teachers who use this model is time allotment. It
is impossible to use the inquiry model in every lesson because it is highly
possible that the teacher will fail to cover the curriculum for the school year.
Also, while the process is student-centered, it is important to note that
teachers should actively guide the students in their search for answers.
This holds true especially for the lower elementary grades, to ensure that
they will arrive at valid conclusions.
 INQUIRY MODEL
There are many inquiry models that can be used by social studies teachers. An
example of this is from Banks (1990) who outlined the following steps:
1. Pose a question inquiry. Make sure that the question can be answered
using data and evidence.
2. Encourage students to formulate hypotheses. Use observations, prior
experiences, and logic to arrive at as many hypotheses as possible.
3. Gather and analyze data. Be involved in the data collection process to
ensure that students will draw valid and reliable conclusions.
4. Determine whether to accept or reject the hypotheses based on the
conclusion. Have students publicly present the inquiry process and their
findings.
 INQUIRY MODEL
The table in the next slide shows an example of the step-by-step procedure
using Banks’ model.
• The topic is:
“Ang Katangiang Pisikal ng Aking Bansa”
• The level is:
Grade 4
• The competency is:
“Nailalarawan ang bansa ayon sa mga katangiang pisikal at
pagkakakilanlang heograpikal nito.”

Process
Pose a question for inquiry.
Encourage students to formulate
hypotheses.
Gather and analyze data.
Determine whether to accept or
reject the hypotheses based on the
conclusion.
INQUIRY MODEL
Application
The teacher asks the central question:
Ano ang katangiang pisikal ng Pilipinas?
Students will share their hypothesis, examples of which are:
Hypothesis A: Ang Pilipinas ay napapaligiran ng tubig.
Hypothesis B: Maraming bundok sa Pilipinas.
Hypothesis C: Mas Malaki ang Pilipinas kaysa Estados Unidos.
Hypothesis D: Mainit sa Pilipinas.
Divide the class into small groups and assign them different tasks.
Group 1: Pagsusuri ng mapang topograpikal ng Pilipinas
Group 2: Pagsusuri ng kinalalagyan ng Pilipinas sa mapa ng daigdig
Group 3: Pagsusuri ng mga larawan ng mga anyong lupa at
anyong tubig sa Pilipinas
Group 4: Pagsusuri ng mga larawan ng mga likas yaman ng Pilipinas
Group 5: Pagbabasa ng talata tungkol sa heograpiya ng Pilipinas
Students report their findings in front. Afterward, the class decides
which hypotheses are accepted and rejected based on their
research.
 COOPERATIVE LEARNING MODEL
Chapin (2013) defines cooperative learning as a popular instructional
approach in which small groups of students work together toward a common learning
goal.
Since schools are tasked to develop not only the cognitive capacities of
students but also their social and interpersonal skills, many teachers utilize this model in
their instruction.
It promotes positive relationship with peers and trains students to collaborate
with people, skills that are very much needed in the real world.
It also fosters individual accountability, with teachers emphasizing that
everyone should equally contribute, and free riding should be discouraged.
Moreover, it can be used with other instructional models such as direct
instruction and inquiry. Examples of learning activities that fall under this model are
jigsaw, brainstorming, and role-play.
 COOPERATIVE LEARNING MODEL
In planning cooperative learning, Chapin (2013) suggests to consider
the following elements:
1. Objectives and tasks. Ensure that cooperative learning is compatible with
the objectives. Come up with challenging and rewarding tasks that will
require many skills and discourage the dependence on one or two people.
2. Size of the group and the method of assigning members. Experts have
different opinions on the ideal size of groups. Cohen (1994) suggests not
more than five while Kagan (1994) believes the perfect number is four. In
any case, teachers should make sure that the group is not that large with
the tendency to discourage other members from participating in the tasks.
Also, teachers should implement heterogeneous grouping and ensure that
there is a fair distribution of abilities and gender in the groups.
 COOPERATIVE LEARNING MODEL
In planning cooperative learning, Chapin (2013) suggests to consider
the following elements:
3. Roles. Teachers should ensure that members of the group have roles to
play. Examples of such roles are facilitator/leader, recorder/secretary, and
monitor/checker. Roles may be assigned by teachers or decided by the
students. Corresponding tasks should be emphasized, and self and peer
evaluation should be implemented to ensure accountability. Roles should
also be rotated to give opportunities for growth to every student.
4. Room arrangement and materials. Groups must be seated near each
other to allow ease of communication. Group materials should also be tended
by members of the group to foster accountability and responsibility.
 COOPERATIVE LEARNING MODEL
STAD or Student Teams-Achievement Division – is an example of the
cooperative learning model. This model promotes individual accountability
and teamwork through the following procedure:
1. Direct instruction. The teacher enumerates the objectives and presents the
lesson through lecture, discussion, or demonstration.
2. Teams. The class is divided into heterogeneous small groups. Members
should help one another in understanding the lesson presented by the
teacher and ensure each other’s mastery with the help of teacher-made
worksheets.
3. Quiz. After the group session, students are given individual quizzes.
 COOPERATIVE LEARNING MODEL
STAD or Student Teams-Achievement Division – is an example of the
cooperative learning model. This model promotes individual accountability
and teamwork through the following procedure:
4. Individual Progress Score. Scores in the present quiz will be compared to
scores in the past exams. Students with increased scores earn corresponding
points for their team.
5. Team Recognition. Teams that reach or go above the set criterion score
will receive recognition through awards, certificates, special privileges, or
bonus points.
 COOPERATIVE LEARNING MODEL
The table in the next slide shows an example of STAD.
• The topic is:
“Mga Patakaran at Programa ng mga Pangulo bilang Pagtugon sa
mga Hamong sa Kasarinlan”,
• The level is:
Grade 6
• The competency is:
“Nasusuri ang mga patakaran at programa ng pamahalaan upang
matugunan ang mga suliranin at hamon sa kasarinlan at pagkabansa ng
mga Pilipino”
 COOPERATIVE LEARNING MODEL
Process Application
The teacher presents the objectives and discusses the lesson
Direct Instruction with the use of charts, tables, and graphic organizers to
highlight the policies and programs of each administration.

The class will be asked to work with their teams (assigned at the
Teams beginning of the quarter) and complete an individual
worksheet that summarizes the lesson.

Quiz The teacher gives an individual quiz.

Scores of students in the quiz will be compared to the average
Individual Progress Score score of their past quizzes. Those who got an increase in score
will be given 5 points for their team.

At the end of the quarter, teams who got a score of 100 and
Team Recognition above will be given an additional one point in their final grade.
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