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TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADE

THINGS TO CONSIDER IN PLANNING INSTRUCTION

SIX FACTORS THAT AFFECT LEARNING

1. Content

- Teachers need to know what they will teach in order to effectively

prepare their lesson.
Two types of knowledge:
1. Declarative knowledge
- entails knowing about something
- in the form of facts, concepts and generalizations
- may be presented expository approach, graphic organizer, or data retrieval
chart

2. Procedural knowledge
- knowing how to do something
- in the form of skills
- best presented through task analysis or problem-solving

The K to 12 curriculum framework for social studies highlights procedural

knowledge in the form of critical competencies and skills. The table below
shows examples of such competencies and skills. It is important to develop
these high level of procedural knowledge in our students to ensure that we
will produce learners equipped with 21st century skills.

Competencies Skills

Pagsisiyasat - Nakakagamit ng mapa at

atlas upang matukoy ang
iba’t ibang lugar, lokasyon
at ibang impormasyong
pangheograpiya
- Nakagagamit ng mga
kasangkapang teknolohikal
upang makakita o
makahanap ng mga
sanggunian ng
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impormasyon
Pagsusuri at interpretasyon ng datos - nakababasa ng istatistikal
na datos
- nakababasa sa mapanuring
pamamaraan upang
maunawan ang historikal
na konteksto ng sanggunian
at ang motibo at pananaw
ng may akda
Pagsusuri at interpretasyon ng - natutukoy ang pagkakaiba
impormasyon ng fact at opinyon
- nakauunawa ng papel at
epekto ng heograpiya sa
pagbabagong panlipunan at
pangkalikasan
Pagsasaliksik - nakakasagot ng tanong
base sa angkop at sapat na
ebidensya
- nakagagamit ng
teknolohikal na
instrumento sa
pagsasaliksik, pagsusuri ng
datos, pagsulat ng sanaysay
o papel, at paghanda ng
presentasyon ng
pananaliksik

Komunikasyon - nakabubuo ng maikli

ngunit malinaw na
introduksyon at konklusyon
kapag nagpapaliwanag
- nakasusulat ng sanaysay na
nagpapaliwanag ng isang
pangyayari, isyu o
penomeno, gamit ang
nararapat at sapat na
impormasyon o ebidensiya
sa angkop na pamamaraan
Pagtupad sa pamantayang pang-etika - nakapagpapakita ng pantay
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na pakikitungo at
paggalang sa mga may
ibang pag-iisip kahit hindi
ito sumasang-ayon sa
sariling ideya, posisyon o
pagtingin
- natutukoy ang sangguniang
gamit sa papel (reaksyon,
maikling sanaysay) bilang
pagkilala sa karapatan sa
pag-aaring inteektwal ng
awtor/manlilikha

2. Objectives

- a specific statement of a learning out come

- describes what we want our students to do and how we will know
if thery are already there
- vital in assessing student learning and evaluating the effectiveness
of instruction
In the K to 12 Curriculum Guide, statements of learning outcomes are
expressed through standards and competencies. STANDARDS are more
general outcome statements that can be achieved in weeks, quarters, year or
years.

The table below shows examples of different levels of standards in the social
studies curriculum.
Core Learning Area Standard Naipamamalas ang pag-unawa sa mga
konsepto at isyung pangkasaysayan,
pangheograpiya, pang-ekonomiya,
pangkultura, pangpamahalaan,
pansibiko, at panlipunan gamit ang mga
kasanayang nalinang sa pag-aaral ng
iba’t ibang disiplina at larangan ng
araling panlipunan kabilang ang
pananliksik, pagsisiyasat, mapanuring
pag-iisip, matalinong pagpapasya,
pagkamalikhain, pakikipagkapuwa, likas-
kayang paggamit ng pinagkukunang-
yaman, pakikipagtalastasan at
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pagpapalawak ng pandaigdigang
pananaw upang maging isang mapanuri,
mapagnilay, mapanagutan, produktibo,
makakalikasan, makabansa at makatao
na papanday sa kinabukasan ng
mamayan ng bansa at daigdig
Key Stage Standard (K-3) Naipamamalas ang panimulang pag-
unawa at pagpapahalaga sa sarili,
pamilya, paaralan at komunidad, at sa
mga batayang konsepto ng pagpapatuloy
at pagbabago, distansiya at direksiyon
gamit ang mga kasanayan tungo sa
malalim ng pag-unawa tungkol sa sarili
at kapaligirang pisikal at sosyo kultural,
bilang kasapi ng sariling komunidad at
ng mga malawak na lipunan.
Grade Level Standard (Grade 2) Naipamamalas ang kamalayan, pag-
unawa at pagpapahalaga sa kasalukuyan
at nakaraan ng kinabibilangang
komunidad, gamit ang konsepto ng
pagpapatuloy at pagbabago,
kapangyarihan, pamumuno at
pananagutan, pangangailangan at
kagustuhan, pagkakakilanlan, mga
simpleng konseptong heograpikal tulad
lokasyon at pinagkukunang-yaman at ng
mga saksi ng kasaysayan tulad ng
tradisyong oral at mga labi ng
kasaysayan
Content Standard (Grade 2, Quarter 1) Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang
komunidad
Performance Standard (Grade 2, Quarter Malikhaing
1) nakapagpapahayag/nakapagsasalarawan
ng kahalagahan ng kinabibilangang
komunidad.

COMPETENCIES are more specific and can be achieved in a shorter period

of time. The learning competencies in a quarter are consistent with the
content and performance standard.

Teachers can directly lift these competencies as their unit or lesson

objectives. An example of this is Grade 2, Quarter 1, Competency 1.1:
Nasasabi ang payak na kahulugan ng komunidad.
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Teachers also have an option to develop their own objectives based on the
competencies. An example of this is Grade 2, Quarter 2, Competency 11:
Nasusuri ang kahalagahan ng mga pagdiriwang at tradisyon na nagbubuklod
ng mga tao sa pag-unlad ng sariling komunidad. This can be broken down
into more specific objectives: 1) Nasasabi ang mga pagdiriwang at tradisyon
na ginagawa ng mga tao sa sariling komunidad and 2) Naipaliliwanag ang
kahalagahan ng mga pagdiriwang at tradisyon sa pag-unlad ng komunidad.

In formulating instructional objectives, Bloom’s Taxonomy of the

Cognitive Domain is a handy reference.

EVALUATING
CREATING ANALYZING

APPLYING

UNDERSTANDING

REMEMBERING

In planning social studies instruction, teachers should place importance in

developing student’s higher order thinking skills, represented by the upper
three categories in Bloom’s Taxonomy. Teachers should ensure that they
incorporate analysis, evaluation, and creation objectives and activities in
their instruction to produce critical and creative learners.

3. Classroom Environment

- students learn more when there is a positive classroom

environment.
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- Teachers should ensure that they have a welcoming and

stimulating classroom, one where students feel regarded and
represented and at the same time excited to learn new things
- Teachers should also foster a healthy social environment where
students interact with each other and no child is excluded. A
positive emotional environment should also be promoted by
instilling respect toward each other.
- A positive classroom environment can be easily achieved through
the establishment of classroom rules and routines at the start of the
school year. Routines are efficient means of doing things in the
classroom that will avoid wasted time and behavior problems.
In establishing classroom rules and routines, Price and Nelson (2014)
suggested the following guidelines:
1. develop and evaluate them with students
2. keep rules few in number so everyone can remember them
3. post them
4. refer to them often
5. support students in following them
6. teach the students what each rule means
7. acknowledge students for following them
8. enforce them consistently

4. Materials

- Schoenfeldt and Salsbury (2009) defined materials as any item,

tool or piece of equipment used to support the lesson before,
during or after instruction.
- In selecting instructional materials, Sousa (2001) recommends that
teachers should use materials that appeal to the different senses.
Stimulating the different senses create meaningful learning
experiences for the students which can lead to a possible long-term
retention of information.

Here are a number of of practical considerations in the use of instructional

materials:
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1. material shoud be ready to use and located nearby before beginning the
instruction
2. every student should have an equal chance to see and/or access the
materials
3. teachers should preview the materials in order to explain difficult terms to
students, anticipate misconceptions, answer queries, and make meaningful
connections.
4. Materials should be age-appropriate, culturally responsive, gender-
sensitive

5. Students

In order to to effectively facilitate learning, teachers should take into account

the following in the planning process:

1. Student readiness – this refers to the ability level of a student in relation to

a given topic and skill. This can be caused by differences in their learning
rate and prior experiences

2. Student interest – this is considered as a powerful motivator to engage

students in the learning process. Capturing students interests is important for
them to be academically engaged and to perform well in the subject.

3. Intelligence Preference or Learning Style – this refers to the different

cognitive inclinations that a person has for learning. In planning instruction,
teachers should vary their approaches and strategies to be able to tap the
different intelligence preferences of the students.

One effective way of facilitating learning in a diverse classroom is

through the use of differentitation. Fautley (2013) defines differentiation
as a deliberate pedagogical strategy by which teachers create conditions in
which the curriculum is made accessible to individual students in ways
which are appropriate to their needs and which allow them to function to
their fullest potential.

6. Teacher
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- It is important for teachers to take into account their own

knowledge for instruction to become more effective.
According to Mishra and Koehler (2006), a teacher’s knowledge is
comprised of three components:

1. Content Knowledge – refers to the teacher’s knowledge about the

subject matter that will be taught. This includes knowledge of
concepts, theories, ideas, frameworks, and established practices and
approaches in the development of such knowledge.

2. Pedagogical Knowledge – refers to the teacher’s knowledge about

the process of teaching and learning. This includes the understanding
of the principles of learning, classroom management, instructional
approaches and strategies and assessment practices.

3. Technological knowledge – the teacher’s knowledge of and ability

use technological tools and associated resources. This includes
knowing how to use technology such as assessing information in the
internet, being aware of the process such information, and being able
to adapt to new technologies.

TPACK (refer to the diagram above) is a technology integration framework

that identifies three types of knowledge instructors need to combine for
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successful edtech integration—technological, pedagogical, and content

knowledge (a.k.a. TPACK). The center of the diagram, otherwise known as
TPACK, represents a full understanding of how to teach with technology.
Keep in mind that this is not the same as having knowledge of each of the
three primary concepts individually. Instead, the point of TPACK is to
understand how to use technology to teach concepts in a way that
enhances student learning experiences. 

Let’s say, for example, that you deliver content to your students via
your learning management system (LMS). Even if you have sufficient
knowledge of the content you’re teaching (CK) and of your LMS (TK), you
might still subject your students to an entire online course of text-based
PDFs. 

While this is an adequate display of both content and technical knowledge,

you could argue that it is not enhancing the learning experience. However, if
you recognized how your content could be presented in a more interactive
way—e.g., video, class discussion, game, etc.—and you knew how to make
that happen via your LMS, then you just leveled up to Technical Content
Knowledge (TCK).