Compilation Of The Different Instructional

Strategies, Graphics And Activities In

Interdisciplinary Teaching

As future educators, we must be equipped with the essential skills to fulfil that noble
duty. To be an educator is not an easy task, passing on knowledge especially to today's
generation of learners is quite challenging. Each learner is unique, they have their
different ways of learning better, which is why it is important to be knowledgeable of the
different strategies that we can use to provide better instruction to learners that would
be more engaging for them. The following are the different activities under these
strategies that we may use.

Different Instructional Strategies

 Direct Strategies are utilized to catch the learners' attention into direct
communication. The Direct instruction strategy is highly teacher-directed and is
among the most commonly used. This strategy includes methods such as
lecture, didactic questioning, explicit teaching, practice and drill, and
demonstrations. It is effective for providing information or developing step-by-
step skills. This strategy also works well for introducing other teaching methods,
or actively involving students in knowledge construction. Direct instruction is
usually deductive. While this strategy may be considered among the easier to
plan and to use, it is clear that effective direct instruction is often more complex
than it would first appear.
Possible Methods
 Structured Overview- A structured overview is a graphic organizer used to
arrange the key words and concepts on a topic. They may be completed
individually or collaboratively. The words are organized in a hierarchical
structure, beginning with the topic heading.

 Lecture-A lecture is an oral presentation intended to present information or

teach people about a particular subject.

 Explicit Teaching- Explicit instruction is a way to teach in a direct, structured

way. When teachers use explicit instruction, they make lessons crystal clear.
They show kids how to start and succeed on a task. They also give kids
plenty of feedback and chances to practice.

 Drill & Practice - the term drill and practice is defined as a method of
instruction characterized by systematic repetition of concepts, examples, and
practice problems. Drill and practice is a disciplined and repetitious exercise,
used as a means of teaching and perfecting a skill or procedure.

 Compare & Contrast - A compare-and-contrast essay analyzes two subjects

by either comparing them, contrasting them, or both. The purpose of writing a
comparison or contrast essay is not to state the obvious but rather to
illuminate subtle differences or unexpected similarities between two subjects.

 Didactic Questions- This approach seeks knowledge and truth through a

series of questions and answers with one leading to another. Didactic
questions, in contrast, are those that deal primarily with factual information
and are usually used to test for recall and comprehension.
  Demonstrations-Is a teaching method used to communicate an idea with the
aid of visuals such as flip charts, posters, power point, etc. A demonstration is
the process of teaching someone how to make or do something in a step-by-
step process.

 Guided & Shared - Guided practice means students use the strategy as the
teacher provides targeted and differentiated support. On the other hand,
Shared practice means that the teacher provides explicit instruction and
feedback as the students participate in the strategy.
1) Reading- considered as a thinking process. It allows the reader to use
what he or she may already know, also called prior knowledge. During this
processing of information, the reader uses strategies to understand what
they are reading, uses themes to organize ideas, and uses textual clues to
find the meanings of new words.
2) Listening- listening skills are needed to develop empathy and
understanding with the students and to assess whether they understand
what they are being taught.
3) Viewing- It refers to perceiving, examining, interpreting, and construction
meaning from visual images and is crucial to improving comprehension of
print and nonprint materials. This is the skill to be taught as the learners
are exposed to multimedia.
4) Thinking - Thinking is manipulating information, as when we form
concepts, engage in problem solving, reason and make decisions.

 Indirect Strategies seek a high level of student engagement. Indirect Strategies

strives for high levels of student participation. In this method, the teacher's
function changes from lecturer to facilitator, supporter, and resource speaker. It is
mostly aimed towards students. The following are some instances of indirect
strategy:
  Problem Solving - Problem solving exercises are generally aimed to assist a
group or team in recognizing issues and difficulties, brainstorming potential
solutions, and assessing the most appropriate.

 Case Studies - In case study education, real-life experiences are used as the
basis for learning. Instead than depending on teachers to explain the problem
or issue and report the answer, this approach encourages students to
investigate the topic and utilize critical thinking to arrive at a solution, choice,
or action.

 Concept Mapping - Concept Maps are diagrams that depict concepts, ideas,
and their connections. In education, science, medical, and management
courses, concept maps are critical for increasing meaningful learning in
students and for reflecting the knowledge and expertise of people and teams.
Students are encouraged to investigate the topic, ask questions, and
exchange ideas rather than having the teacher tell them what they need to
know.

 Reflective Discussion - This form of activity is particularly beneficial in

situations when students must reflect on previous learning, analyze real-world
consequences, and utilize that reflection to drive future actions and activities.

 Interactive Strategies - primarily focuses on student engagement and sharing.

A variety of categories and interactive ways are possible with this concept.
According to Seaman and Fellenz (1989), conversation and sharing allow
students to react to the teacher's or peer learners' ideas, experiences, insights,
and knowledge, resulting in new ways of thinking and feeling. The following are
some examples of interactive strategies:
  Debates are a formal discussion of opposing viewpoints on a certain topic or
a formal combat of arguments. When two individuals have a conversation
regarding the benefits and drawbacks of the death sentence, and each
person takes a different side of the argument, this is an example of dispute.

 Role Playing - Role playing is a learning framework that allows students to

apply material right away by putting them in the shoes of a decision maker
who must make a decision about a policy, resource allocation, or another
consequence.

 Brainstorming is a problem-solving technique in which students practice or

improve higher order thinking skills. Encourages the development of original
ideas. Brainstorming helps kids to think creatively (outside the box), and all
students are encouraged to contribute their ideas in a group, no matter how
"out there" they may appear.

 Think Pair Share - students work together to solve a problem or answer a

question concerning a reading assignment. This technique encourages
students to think about a topic or respond to a question independently, then
share their thoughts with their peers.

 Experiential Strategies is an engaged learning process whereby students “learn

by doing” and by reflecting on the experience. It is a good strategy that should be
applied in a classroom setting because it makes learning meaningful. Learners
actually learn from their own experiences which is why I believe in the saying that
experience is the best teacher. Students get to understand the world better when
they reflect it on the things that are visible to them, much better if it's based on
experience. In addition, it also makes learning more meaningful as it connects
concepts, passion, skills, knowledge, dispositions in collaboration with the
community. Some examples of experiential learning are field trips and other
outdoor activities.
  Field trip is when students visit other places outside the regular classroom to
achieve certain objectives which cannot be achieved as well by using other
means. This method of teaching is actually good, especially for Social Studies
students who need to learn about society and anything that is happening in
the society; history which is also aligned in their field is specialization, it is
better for them to see those remnants put in a museum. Other examples
related to this are the visitation of historical places. They will be more
interested in learning and the discussion is engaging.

 Internship is a good experiential learning activity. Students will learn when

they are in the actual field. They get to experience what it's like to be working
under pressure and there will be lots of opportunities to improve.

 Simulations are instructional scenarios where the learner is placed in a

"world" defined by the teacher. They represent a reality within which students
interact. The teacher controls the parameters of this "world" and uses it to
achieve the desired instructional results.

 Independent Study - Although relatively new to the long-term educational

landscape, Independent Study is becoming more widely used in a variety of
settings and implementations. In most cases in independent study models,
students work primarily from home in a curriculum that often delivers the same
rigor and bears the same credit as curriculum in a traditional, seat-based model.
The student is usually equipped with a detailed guide on how to navigate through
the curriculum on their own, with the help of a designated support person, who is
often a parent. In addition to the assigned person at home, the independent
study student works closely with Highly Qualified Teachers to provide
instructional support when needed. How this looks depends largely on how the
model has been implemented. Today, many independent study models include
time on site that can include instructional sessions, tutoring, labs, collaborative
projects and a variety of elective offerings for students.
 Independent study models attract a variety of students from those who
require more flexibility to their required time on site due to a sport or activity to
which they are dedicated, to those who didn’t succeed in a traditional model
for whatever reason. Through a more creative and hands-on approach,
independent study students can develop enhanced skills by being the
masters of their own learning. Although independent study programs may not
be for all students, they can offer students the time, space, and flexibility to
develop these intrinsic skills that can help them become independent
thinkers, problem solvers, and communicators today. Here are some of the
examples in the Independent Study:
 Computer Assisted Instruction - “Computer-Assisted Instruction" (CAI)
refers to instruction or remediation presented on a computer. Many
educational computer programs are available online and from computer
stores and textbook companies. They enhance teacher instruction in several
ways.

 Anchor Activities - An anchor activity is an activity that is meaningfully

connected to the lesson, engaging and worthwhile for the students, and
completed on an ongoing basis over a relatively long period of time.

 Distance Education - Simply put, distance learning is when students are

separated from teachers and peers. This means that students learn remotely
and do not have face-to-face learning with instructors or other students.

 Essays/Reports - Reports depend heavily on your subject and the type of

report. Essays usually have specific content and a planned structure with a
focus on sense and flow. Your subject might need different types of
information in your introduction – some disciplines include a short background
and context here, while others begin their discussion, discuss their resources
or briefly signpost the topic.
 Learning Activity Package - is a self-contained instructional management
system designed to provide for individual differences.

 Correspondence Lessons - Correspondence education is commonly

defined as a method of providing education to nonresident students, who
receive lessons and exercises through mails and, upon completion, return
them for analysis, criticism, and grading to the college or university
concerned. It is being increasingly used by students, business and industry in
training programs, by men and women in the armed forces, and by the
governments of many nations as part of their educational programs. It
supplements other forms of education and makes independent study
programs readily available.

 Learning Contracts - A learning contract is basically a short agreement in

writing between a trainee and supervisor. It outlines what is expected to be
learned in a specific period and the method of assessment of that learning.
Although it is a formal written agreement it need not be complex.

 HomeWorks - Any assignment you're expected to complete after school and

bring back to class the next day is called homework. It is defined as tasks
assigned to students by schoolteachers that are intended to be carried out
during non-school hours.

 Independent Research Projects - Independent Research Projects (IRPs)

allow individual students to initiate, design, and execute a credit-bearing
course with the help of a faculty advisor. The topic of an IRP is generally not
offered in the established Brown curriculum and often presents a new and
exciting field of study. The student is responsible for designing, implementing,
and carrying out the coursework, while the faculty member advises the project
and evaluates the student's work.
  Learning Centers - A learning center is a space set aside in the classroom
that allows easy access to a variety of learning materials in an interesting and
productive manner. Learning centers are usually designed to offer a variety of
materials, designs, and media through which students can work by
themselves or with others to operationalize the information learned in the
classroom. Centers are designed to enhance the learning of concepts, skills,
themes, or topics. This learning can take place after a topic is presented to
students, during the course of presenting important concepts, or as an initial
introduction to material in the text.

Graphics And Activities In Interdisciplinary Teaching.

Interdisciplinary teaching is an approach in which two or more academic

disciplines are being combined into one whole thought. It allows learners to see and
make connections with other disciplines. Below are the Interdisciplinary Activities that
may be of use in teaching Social Studies

 Role Playing - in role playing, arts and history may be combined. Assigning
students to roleplay, relive the lives of men joining the Katipunan, or portraying
the process of joining the Katipunan. They may apply their artistic personality
with their knowledge of history.

 Research project - Research is a careful and detailed study into a specific

problem, concern, or issue using the scientific method .It draws knowledge from
several other fields like sociology, anthropology, psychology, economics etc. It is
about creating something by thinking across boundaries.

 Personal Finance - Understanding the use of money in the world has many
possible lenses which can be combined in a project or investigated separately.
  Math: Set up a budget given a salary. What must come out of it? Rent, gas,
food, utilities, medical expenses, recreation, clothing
 Social studies: How citizenship affects your living, taxes, employment,
choices on where you want to live.
 Communication arts: Make phone calls to check on setting up living
arrangements, etc.
 Reading and Writing: Applications, filling out forms, using newspapers/ads.
 Science: Tools to tend to house and yard, energy conservation.

 Story Quilting is an interdisciplinary program based in literacy, but integrating

social studies, math, art, and technology. The project includes an author study,
read-alouds, analysis of craft, research, hands-on exploration of geometry, and a
“virtual” museum trip. We begin with a look at the work of Faith Ringgold, with a
focus on Tar Beach. The children reflect on this book and list “noticings” which
include her illustrations and their quilted borders. After visiting her Website
(www.artincontext.org/artist/ringgold/bio.htm) and watching a biographical video,
they learn how quilting became the vehicle for her art and storytelling. Via the
Internet, pairs of students explore museums and view her works and those of
other quilters. Simultaneously, other groups research her and her work through
nonfiction books and learn about the art of quilting.

 News Analysis - To launch the exercise, you must play a news clip that
discusses a local, national, or international topic. Then, give students a related
question to solve either individually or in teams. For example, the clip can be
about a store shutting down. Using skills and concepts from different subjects,
ask students to determine an ideal new location for it. They can volunteer to
present their solutions, answering questions from classmates

 Historical Pen Pals - Personalize history class — developing creative writing

skills in the process — by dedicating time to this ongoing activity. Each student
takes the role of a historical figure and writes to a classmate about events he or
 she faced. Drawing on resources such as videos and textbooks, the exercise
allows the writer to process content from different and relevant subjects. Let’s
say a student takes the role of Galileo Galilei. He or she can write about the
polymath’s discoveries, building knowledge of math and other subjects in the
process.

 World Traveler - Let students plan vacations, building research skills while
touching on core subjects. You need to designate time for independent study in a
library or computer room, as students work to create week-long travel itineraries
to their ideal destinations. The product should, for example, include information
about: Landmarks and their historical significance, Popular foods, dishes and the
predominant cuisine, Languages or dialects spoken in the area or country,
Cultural events that take place in the area or country. This interdisciplinary
activity lends itself to second-language classes. For example, students could
write itineraries in French for a trip to Paris or Montréal. To wrap up the exercise,
you can explore some destinations with your class using technology such as
Google Earth.
 All About Weather - Connect science with social studies by presenting a unit
that explores the impact of weather. Many elementary science curricula have
units about weather and atmosphere, which you can supplement by studying
how they affect societies. For example, examine diverse regions and countries,
looking into how climate influences labor, agriculture and cultural practices.
Students can deliver products that depict how weather has historically shaped life
and ecology in the area.

There are many possible activities that we may use to engage learners in the
instruction. Various sources crowd the internet with their fascinating and creative way of
formulating activities. Utilizing these activities and contextualizing them for a much more
relatable process is important to engage students. As we specialize in Social Studies
Secondary Education, and with the undeniable negative attitude of some students
towards the discipline, it is very important that we know a variety of strategies to make
the teaching and learning process engaging, fun and exciting for students. For when the
students are engaged, they are learning, and with that learning is the hope for a
sustainable future.

Compiled By:

Amit, Edu

Calino, Jelly Guin

Decio, Jelyn

Gubalane, Jhomer

Lauron, Leomar

Panoy, Clarissa Mae

BSED III-D Social Studies

Submitted to:

Mrs. Charina P. Duja