NAME: JAYLENE P.

ALBAY

YEAR & COURSE: BSEd 3 SOCIAL STUDIES

SUBJECT: SOCSTUD 115: PRODUCTION OF INSTRUCTIONAL MATERIALS

COURSE FACILITATOR: MAAM JESSA CASTAÑO

DATE OF SUBMISSION: SEPT. 27, 2021

MODULE 1

THE WHAT, WHY, AND HOW OF TEACHING-LEARNING PROCESS

Exercises/Drills

1. Does thinking about the whole learning environment overly complicate the teaching
endeavor? Why not just get on with it? Explain briefly.

Learning environment refers to the diverse physical location, context, and

cultures in which students learn. Since the learners do the learning, the aim is to create
a total environment for learning that optimizes the ability of students to learn. There is
of course no single optimum learning environment. There’s an infinite number of
possible learning environments which is what makes teaching so interesting so I don’t
think thinking about the whole learning environment overly complicate the teaching
endeavor. Developing a total learning environment for students in a particular course or
program is probably the most creative part of teaching.

2. What would you add (or remove) from the learning environment in figure 1? Discuss
briefly.

Figure 1 illustrate one possible learning environment from the perspective of

the teacher or instructor. It listed a few components in figure 1 and the set is not meant
to be comprehensive. For instance, it could have included the attitude or social factors
as well as content and skills, institutional factors such as policies, priorities, etc. and
personal factors like being a part-time or adjunct faculty, a dual role as instructor and
family career, etc., all of which might also affect learning environment in which a
teacher or instructor has to work. It is also not enough to list the components, they
need to be more organized, scheduled, and integrated. The more detailed design of
course will then be built around and take best advantage of learning environment.

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 3. Figure 1 focuses on a learning environment from a teachers perspective. Could you
design of a learning environment from the perspective of a learner? What would be the
main differences?

The difference between the teachers and learner’s perspective on learning

environment is that, for teachers, learning has a more specific meaning than for many
people less involved in schools. In particular, teachers’ perspectives on learning often
emphasize three ideas, and sometimes even take them for granted: (1) curriculum
content and academic achievement, (2) sequencing and readiness, and (3) the
importance of transferring learning to new or future situations. While for learners
perspective, learners seek a learning environment that is not as obsolete as traditional
classrooms but that is specifically engineered to support thinking. They prefer the
learning environment that pushes their learning capacity with altering strategies and
teaching practices. They want to be a part of an impactful learning setting that provides
a sense of achievement while they can be adaptive and interactive with fellow learners
as well as instructors. In brief, they want to be active and engaged players throughout
the learning course. Learners respond far better to praise than punitive measures.
Appreciation is the key to motivation, unlike humiliation, which is highly discouraging.
Learners appreciate the freedom to express their opinions; similarly, the opinions of
their peers also play a crucial role in defining their learning attitude.

Below, are my sample model of learners perspective on learning environment

same model as teachers perspective with different concept.

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 EVALUATION

1. Select a content topic (e.g., Economics, Comparative Government and World History)
then consider the following:

A. Write a scenario to describe how you would be teaching; what is your

preferred method(s) of teaching to facilitate that kind of learning on the
topic?
B. How students will be learning in your chosen topic; what is your view of
how learners can learn best on this topic?
C. Write the main content (facts, theory, data, processes) that needs to be
covered on the topic; How will you assess understanding of this
content?
D. Write the main skills that learners will need to develop on the topic;
what are the ways in which they can develop/practice these skills.

My chosen topic: Comparative Government and Politics

Preferred Method(s): Discussion and Feedbacks

This chosen topic of mine entitled “Comparative Government and Politics” enables my
students to compare countries, compare regional blocs, and the state system in terms of their
current politico―economic condition as shaped by socio-cultural and historical factors.

(A)As a teacher, I am not that strict to my students. I am not that serious in my class since
I also experienced being a student, I take it seriously in terms of discussion. I just want my
students to follow the rules and regulations I set. We can be friends outside the school and of
course, we will going to act as teacher― students inside. Since I will going to teach them about
the “Comparative Government and Politics” I prefer to use discussion and feedbacks as my
method of teaching to facilitate that kind of learning on the topic. By that, I will know if I use
the best among the rest methods. I also prepared some instructional materials such as visual
presentation and learning activities as part of assessment and evaluation. (B) The problem is
that some of my students are not motivated to learn. Even with the perfect lesson plan in place,
an unmotivated student will not learn. So how my students will learn in my chosen topic? For

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me, It is my job as a teacher to know the content and to teach it well while the student must
take responsibility for his or her learning and find his or her own motivation. As a teacher, I
know I can model the growth mindset. As part of my teaching method, I will ask my students
for feedback about my teaching and be willing to make necessary changes. I will be dedicated!
I will work hard for my students and share how hard work and dedication translates to success
and growth. This feedback shows that I too, are learners. Students learn differently. In each
classroom, several types of learners exist: visual, tactile, verbal and more reserved. I can see it
as my responsibility to discover this by knowing them and endeavor to teach them accordingly.
This work results in our ability to know our students which leads to a more cohesive, open
learning community and by that, my learners will learn best to my topic. (C) As needed to my
discussion, I will going to state the facts, theory, data and processes of Comparative
Government and Politics. Here it goes…

Comparative Government and Politics

The College Board’s AP course in Comparative Government and Politics is an
introduction for students into concepts political scientists and others use to study politics in
different countries. It focuses on the processes and outcomes countries use to set up, elect,
and run governments. Since politics and government is such an important topic, the course
illustrates the diverse governments across the world. It does this by studying political life,
alternative governments, and how global politics is important to everyday life and the economy.

Identifying Political Problems with the Comparative Government and Politics

Course
The comparative and government politics class shows how comparing different
governments helps identify problems, and how one can analyze government to come up with
solutions to serious political problems. By looking at how counties use policies to try and solve
problems, students come up with useful knowledge on government and how it operates. The
problems studied include high birth rates, crime, corruption, growth, poverty, overpopulation,
etc. Students are able to compare how effective one government system is in identifying and
trying to solve the problem compared to another, or how the problem was made worse.

The Comparative Government and Politics AP Program

The comparative government and politics class is presented by the College Board’s
Advanced Placement Program. Colleges, universities and high schools partner together to form
a college-level class for students who are still in high school. The credits earned in an AP course
like comparative government and politics are accepted at more than 3,600 colleges and
universities. The program is rigorous, and the class ends with a final test that will help students
in the college admissions process if they earn a good grade.

At the end of the lesson, the students must have:

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  Discussed key terms used in political analysis
 Appreciated contrasting approaches to the study of politics;
 Identified some methods/strategies to be used in research projects in politics.

2. List the five teaching methods that are most attractive to you, exclusive of
demonstration, design briefs, problems and projects (these are the core methods of
technology studies). What teaching method are they from? Is this by coincidence or
congruent with your personality?

The five teaching methods that are most attractive to me are:

1. Academic games or competition

2. Cooperative learning
3. Demonstration
4. Discussion
5. Feedback

Academic games or competition

I choose this method because I want my students mind to be active. The more ideas
they share to their teams because of competition, the more their mind would be active.

Cooperative learning

I know I write academic games or competition as a teaching method, but in team to

team kind of competition. Therefore, there will be cooperative learning which will help
teammates to cooperate by sharing idea. By that, in every ideas shared by each of them, they
also benefit or learn from each others ideas.

Discussion

In order for my students to learn and expound their knowledge about the topic,
discussion is needed.

Demonstration

Of course, it makes different when there’s a demonstration since it shows the pictures or
any visual presentations to clarify what we’ve been discussing.

Feedback

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 Of course feedback will always be there. Feedback is one of the most important
teaching method as, the teachers will know of what our students learned and what they didn’t
learned about the topics.

This teaching methods I choose came from mixed family of teaching method (Social
interaction family, Information processing family, Personal family and Behavioral Modification
family). It is my own choice so its not coincidence. It is really the methods I want since my only
goal is to make my students learn. No more, no less.

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