Module 2 Lesson 1 2 3 SocStEd 311

Republic of the Philippines
UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
COLLEGE OF EDUCATION
Secondary Education Department
SocStEd 311 -TEACHING APPROACHES IN SECONDARY SOCIAL STUDIES
MODULE 2 : THE ELEMENTS OF TEACHING AND LEARNING PROCESSES
Intended Learning Outcomes: After the discussion, challenge yourself to:

1. discuss the elements of teaching and learning
1.1 identify the elements of teaching and learning;
1.2 identify the significant roles of the learner, teacher, and the learning
environment in the teaching-learning process;
2. demonstrate appreciation for the importance of the elements of teaching in the
teaching-learning process.
3. perform different activities.
SocStEd 311- Teaching Approaches in Secondary Social Studies

Compiled by: Dr. Ma. Lezel P. Pataray
Course Professor
Lesson 1 : Understanding Teaching
Intended Learning Outcomes: at the end of this lesson, the students are expected to :
1. define teaching according to different context;
2. construct own definition of teaching.
Nature wants children to be children before they are men. Childhood has ways of seeing,
thinking, and feeling, peculiar to itself, nothing can be more foolish that to substitute our
ways for them.
John Dewey
Introduction
Understanding teaching starts with developing a viable concept of teaching that

goes beyond analyzing teaching methodology and describing various activities that go into
the process. Traditionally it has taken to mean everything that a teacher does in the
classroom. Lately however, there have been accepted new notions about teaching that
include a thorough understanding of what teaching is and what implications it gives on the
act of teaching itself.
For that matters educators in particular, realize the need for investigating the facets
of teaching with the end in view of improving it. Such process entails knowledge of what
has to be done by a thorough analysis of the records of action in a classroom situation. More
than understanding teaching is, professionals in the field recognize the need of evaluating
teaching. In schools, the heads evaluate to assess the level of performance. While steps are
required in the evaluation about what he is actually evaluating.

Course Professor
Finally, a working teacher must know what teaching is since his concept of teaching
guides his behavior, His understanding of teaching serves as a guide to all activities he and
the learners will engage in . In other words, what patterns of behavior are adapted is
determined by an individual’s concept of his role. In the same way, one’s concept of
teaching impacts on the performance of a teacher based on the appropriateness of the
activities designed to carry out specific objectives.
This lesson will cover three main topics namely overview of the teaching profession,
what teaching is and what teaching for understanding framework is.
Overview of the Teaching Profession
According to Corpuz and Salandanan (2007, “Teaching is the noblest of all professions, a
many splendored thing, and a many-sided task. Its rewards are many, except material.
Teaching is not just a job. It is more than a job. It is a mission to carry out. We teachers
are called not only to instruct but to be good influences on the learners, to influence them to
love learning. Henry Adams once said: “A teacher affects eternity; no one knows where his/her
influence stops.”
Acero cited that the teaching profession has been regarded as a noble profession. It can
be rewarding and fulfilling no matter the odds, especially for people who regard teaching as a
calling, more than a commitment. Thus, there is a persistent demand for professional teachers
who will stick by the profession despite constraints.
The teaching profession demands a total commitment for the total transformation of the
learner, a continuous development of his potential for a totally satisfying life as a person and as
a member of the community. Teachers who are willing to address the demands of quality
instruction can bring out the best in their learners. He plays a crucial role in the continuous
development of society as it tries to meet the challenges of time by developing the rare passion
for teaching that makes it above any other divine profession.
As what was cited by Gregorio, the teaching profession is one of the oldest of all the
learned professions known in civilization. Teaching is a bulwark of democracy and shares the
great task of education. The first duty of the Filipino teachers is therefore to build democracy.
All teachers as stated in the Constitution, whether in public or private schools, colleges, or
universities, are representatives of the State charged with the duties of carrying out our
fundamental purpose in education. Upon the teachers, the government has placed the burden
of keeping the flame of knowledge and civilization burning.

Course Professor
Commonwealth Act No. 578 included teachers as people in authority, because of his
great responsibility. Professor Hayden once quoted, “school teacher is expected to be an
example of all the virtues as well as the dispenser of knowledge to the young, looked to as an
example of the high standards and new habits of life which the schools are seeking to establish
(in his dress, his home and manner of living, his amusement and his personal conduct), and is
often a civic leader usually turned to by individuals and communities in times of troubles and
disaster.
Teaching is the noblest of all human endeavors, the greatest of all the privileges, and the
most sacred duty that one can undertake. No one should enter the teaching profession without
an appreciation of the great opportunity it offers for high service and gratifying achievement,
and without the sense of responsibility involved in being a leader and instructor of young
children. Teaching is an art, and like all arts, it demands devotion, solid training, and plain hard
work.
What is teaching?
Teaching is an organized, purposeful, and deliberate effort designed to bring about certain
specifically desirable traits in an individual (Acero, et.al, 2000).
A teacher is guided by his thorough understanding of what teaching is.
1.Teaching is an occupation
2. Teaching may also mean a myriad of Explains, asks, reviews, demonstrates,
activities. submits requirements, attend official
meetings, advises students ad checks on
attendance)
3. Teaching as an act itself It involves common activities in the classroom

and the teaching strategies and techniques
but focuses on the intent to make teaching
work to the full advantage of learners be
effective interaction of teachers and students
in the understanding of particular subject
matter.
-There are other activities teachers must do
aside from teaching. These are attending
seminars, meetings, and conferring with
parents.
4. Teaching is a process or set of actions to The need for planning for teaching, the
induce learning and eventually succeed in process of teaching , and the achievement
learning.

Course Professor
aspects to the learner’s intellectual integrity
and capacity for independent judgment.
-Teaching lies on making learners truly

understand the concepts under study.
-Teachers must demonstrate proficiency in

the topics he is teaching.
-Teaching requires effective delivery of the
content, and the need for varied strategies
anchored on educational theories.
-Teachers serves as a guide by tapping

students potential so they can contribute to
the classroom environment.
-Teachers should expect that students
introduce insights and raise questions about
issues or topic.
-Teachers should expect students to work
hard and deliver to best of their abilities.
-Teachers should connect students’ learning
according to what they know of value.
-Teachers should know the students interest,
learning styles, and background.
- Teachers should use varied assessment
strategies.
-
What is the Teaching for Understanding (TFU ) Framework
Blythe and Associates (1989), made a framework linked to David Perkin’s “ four
cornerstones of pedagogy” consisting of four elements of planning and instruction.
Four Central Questions TFU Elements of Addressing Each Question

1.What shall we teach? Generative topics
-lessons, issues, themes, ideas
2. What is worth understanding? Understanding the goal
3.How shall we teach for understanding ? Understanding Performance
-Performances of understanding are the
activities that give students opportunities to
create something new by reshaping,

Course Professor
expanding, extrapolating from, applying, and
building on what they already know.
-The best performance of understanding
help students develop and demonstrate
their understanding and execute practical
applications.
-
4.How can students and teacher know Ongoing Assessment
what students understand and how
students can develop deeper Principle Components
understanding?
1. Criteria established for each
performance of understanding need to
be:
Clear. This is done by articulating
explicitly the established criteria at the
beginning of each performance of
understanding
Relevant. It should dbe closely related to
the understanding goals for the unit.
Public. Everyone in the classroom also
knows and understands them.
2.Feedbacks need to (Blythe & aAssociates
1998)
-occur frequently from the beginning of the

unit to its conclusion in conjunction with
performances of understanding. Feedback
may be a combination of formal and planned
( such as those related to presentations) and
causal and informal (responding to a students
comments in class discussion)
- offer students information not only about
how well they have carried out performances
but also how they might improve them;
- inform students about the intended
subsequent classes and activities; and
- come from a variety of perspectives from
students’ reflection on their own work, from
classmates deliberating on one another’s
work, and from the teacher’s careful
evaluation.

Course Professor
Example in Social Studies
Understanding the goal To guide students in understanding various

forms of government and their advantages
and disadvantages or strength and
weakness.
Performance of understanding Small group of students are randomly
assigned a form of government (
monarchy, oligarchy, democracy, and
among others) and given a brief description
of how laws are made in that government.
Each student I assigned a role according to
the form of government that involves the
process of decision-making
-After giving the groups some time to work
through the problem, students “ jungle” so
that the new small groups are made up of
one member for each original group.
-They impart their experiences with each
other and discuss the strengths and
weaknesses of a particular approach to
governance. Each students then writes a
paper describing his initial group
experience on studying the form of
government assigned to them and
comparing it to other groups’ assigned .
-
Criteria for ongoing assessment Students final papers are assessed on how
accurately their initial groups carried out te
enactment of their particular governments’
decision-making process and on the extent
and sophistication of comparisons and
contrasts they are able to make between
that form of government and others. These
criteria are shared with the class before
they begin writing.

Course Professor
Feedback for ongoing assessment For accuracy of results, the teacher will
make each students exchange first drafts
with another member in the group so they
can check the quality of each other’s
output.
The he has them share a second draft with
him, so he can check their understanding
of the various forms of government .
In cases where one ( or more) of the small

group seems not to have understood the
essential aspects of the assigned
government, the teacher provides the
students with feedback about where to
find more information about that
government so that the revision of work
can be done.
Summary
The concept of teaching as the noblest profession has been proven many time and again,
In spite of the many challenges confronting the teaching profession, teachers are exerting
effort to cope with the various requirements and innovations.
Many authors view teaching as organized, purposeful, and deliberate efforts designed to
bring about desirable effects in an individual. Acero, Javier, & Castro (2000) however, pointed
out that in daily conversations, teaching has different levels of meanings as follows: teaching is
an occupation; teaching means a myriad of activities, associated to teaching; teaching is an act
in itself; and teaching is a process or set of actions to include learning and eventually to succeed
in learning.
David Perkins posits the four cornerstone of pedagogy, such as generative topics,
understanding goals, performances of understanding, and ongoing assessment. He mentioned
that the cornerstones should have enough structure and enough flexibility to serve the needs of
teachers in the classroom. This idea is akin to a metaphor of a teacher-weaver who controls his
own classroom setting to show how to use the Teaching for Understanding (TFU)Framework.
There are many ideas, interpretations, and applications that are treated in different ways but
there is no single way to apply them. In this regard, educators need to personalize innovations
and adapt ideas peculiar to their own characters and institutions.

Course Professor
Activity: QAP Strategy
Directions; Choose a partner, then discuss your answer with him/her.
1. Why is it important to understand teaching?

2. How can quality instruction be ensured?
3. What should a teacher know about his learners? How will you apply this in your own
practice of the profession?
4. What are the benefits of having generative topics in the classroom?
5. In what way are understanding goals similar to behavioral objectives?
6. How do ongoing assessments help in instruction?
Experiential activity
Choose a subject/grade level and pretend that you are supposed to teach a class. Decide on what
you think are the most essential things that your students need to learn based on generative
ideas.
Collaborative Activity
Interview at least three teachers. Have them explain what teaching is for them. Afterward,
observe them in their class. Find out how their teaching belief/s are reflected in their classroom.
After this activity, come up with your own definition of teaching.

Course Professor
Module 2 Lesson 2: The Learner
Intended Learning Outcomes

At the end of this lesson, the students should be able to :
1. explain the factors affecting the cognitive development of children;
2. enumerate ways by which teachers can promote the development of children ;
3. distinguish independent learners from other students ;
4. identify ways to foster independence among learners;
5. determine circumstances in the classroom that encourage deep learning;
6. explain theories of learning styles and preferences ; and
7. discuss how teachers can utilize knowledge of students ‘ learning styles and preferences
in their instruction.

Course Professor
Study while others are sleeping; work while others are loafing; prepare while others are
playing ; and dreams while others are wishing.
William Arthur Ward
Introduction
In this lesson, the learner, the first element of teaching and learning is the focus.
There are three major topics namely factors affecting the cognitive development of
children, seven characteristics of independent learners, and understanding learners. These
three topics were carefully selected to guide the learners in understanding the nature of
children in the factors affecting cognitive development, to compare between deep and
surface learning, and to assimilate and adapt various learning styles.
The learner is the core of the teaching-learning process. It is from him that revolves all
activities in the classroom. He is the person who receives instruction from the teacher. A
learner is either a pupil or a student depending upon the level of education being pursued.
Factors Affecting Cognitive Development of Children (Dutta 2012)
Factors Salient Information

Biological Factors These are substances that affect the biological systems and
that are necessary to produce a result or cause an activity in
the body.
1. Senses
-Sense organs receive stimuli from the environment
-Their proper development helps in receiving correct stimuli
for the formation of correct concepts
Course Professor
-When sense organs are defective, they collect defective
stimuli, and as a result, wrong concepts are formed; hence the
cognitive development will not be perfect.
2. Intelligence
-It is the ability to learn about, learn from, understand and
effectively interrelate with one’s environment.
-This general ability consists of number of specific abilities
such as adaptability to a new environment or flexibility to
changes in the existing environment, capacity for knowledge
and ability to acquire it, capacity for reason or logical and
abstract thoughts, ability to understand relationships, ability
to evaluate and decide , and capacity for original or unique
and productive thought.
Note: Intelligent children have better cognitive development

while, those with low intelligence quotient unable to receive
stimuli from environment properly. Hence, cognitive
development falls behind, affecting all mental capacities.
3. Heredity
- The process of transmitting characteristics from one
generation to the next, such as transmitting blue
eyes or skin color to one’s descendants.
- Hearing loss can be an inherited characteristic.
- Cognitive development is also influenced by the
hereditary traits one gets from his parents. Their
development is similar to their parents cognitive
development
4. Maturation
- This is the process of learning to cope and respond in
an emotionally appropriate way; it does not stop
when physical growth ends, it continues through
adulthood.
- A child who got a low score, learn to cope with
emotional situation by being attentive, focus and by
studying lessons very well.

Course Professor
Environmental factors The environmental factors are the physical, biological, social,
cultural, and spiritual any or all of which can affect the
learners.
1.Learning environment
-The opportunity for learning can affects cognitive
development
-The more opportunities the learner gets, the better is the
cognition , because he will be able to add to his mental
capacities.
2. Economic Status
-The family economic status can help in the development of
cognition
-Learners from better economic status can get more
opportunities for better training.
3. Paly is also an important in developing cognition

- Play activities are opportunity to interact with the
environment, receive stimuli, and respond to them.
-Through play an individual learns new processes, acquires
knowledge, forms new ideas, and draws irregular sketch with
crayons.
5. Various types of stimuli

-As the child grows he gets, various stimuli from the
environment through his senses and perceives their
meanings.
-He gets assistance from the parents and other people
arounds him and able to get the right meanings of stimuli.
-Instructions and motivation help in the cognitive
development of the learner.
6. Family and society

-Family is important from the point of view of providing the
child hereditary traits
-Family provides good opportunities to learn through
observation and imitation of other people and members of
the family
-The child’s association with other children also influences
his cognitive development

Course Professor
Seven Characteristics of Independent Learners -IL (AOA, 2012)
Not all students can be independent learners. Some students naturally become
independent learners based on life circumstances and learning styles. Dependency on
instruction is tied closely to student age and maturity. The older the student, the more
independent he tends to be.
There are students who depend on teachers for instruction and are unable to grow
independent learning traits no matter how their age. When the growth of these
characteristics is encouraged, it can foster self-reliance and responsibility , both in school
and late in career. Parents also assist students and monitor progress and ensure
development of learning traits.
Characteristics Description
1. Curiosity IL are curious about the world
-seek out ways to explore
-adopt learning from varied learning styles and veer away
from traditional instruction.
-they are proactive
-on their own they look for additional lesson supplements
2. Self-motivation -Intrinsic motivation far surpasses any prize or reward

system
-Setting internal goals to achieve motivates independent
learners
-They are driven by their own personal achievement
3. Self-examination -IL go into self-evaluation.

-They can see their strengths and weaknesses and measure
their progress.
-They keep track of their own achievements and failures
4. Accountability -This means responsibility: knowing what you have to do

and doing it without anyone telling you to.
-One’s they become responsible for the consequences of his
decisions and actions , the less dependent he will be to
outside sources for discipline or motivation.
5. Critical thinking -IL think critically of a a situation

-They examine all possibilities and often come up with
multiple solutions
-They probe and analyze the nature of things or situations
Course Professor
-They ask “ why” and formulate answers based on real-
world observation and intelligent deduction.
6. Comprehension IL learners have the ability to read, visualize, or

(with little or no kinesthetically instruct themselves .
instruction) -Regardless of the topic or subject studied, an independent
learner will find ways to understand material through
application (generally, trial -and-error)
7. Persistence -IL are serious learners who do not give up easily

-they strive to understand a concept as much as possible by
working on their own before asking for help
-they teach themselves and only ask questions after failing
to find a solution on their own
- they assume responsibility of their own learning
According to research students with high self-esteem index
and whose academic performance is at comfortable stage
are more likely to become IL . However, those who struggle
with self-worth and respect issues or have chronic , poor
performance are less likely to convert to self-sufficient
learning. It all starts in the minds of those students with
positive attitude and true self- belief.
Deep and Surface Approaches to Learning
Warren 2004, stated that approaches to learning describe what students do when they go
about learning and why they do it. The basic distinction is between a deep approach to learning,
where students are aiming toward understanding and a surface approach to learning , where
they are aiming to reproduce material in a test or exam rather than actually understand it.
Deep and surface approaches to learning are words that most academicians are familiar with.
In fact, the idea that the students can do and take a deep or surface approach to their learning
is probably one of the most used educational researchers in higher education. It is very powerful
and useful principle applied , most of the time, to how teachers deliver instruction. Failure to
apply it properly explains why and how learning processes cannot be effective
Deep Learning (DL) Surface Learning

Course Professor
DL involves critical thinking and in-depth -Explicit recognition of information and
analysis of new ideas, relating them with memorization
already known concepts and principles. -Leads to superficial retention of materials
for examinations that neither promote
-It promotes understanding and long -term understanding nor lasting retention of
retention of concepts that are used for knowledge and information.
problem solving of uncommon contexts.
Deep learning is applied to real-life situations
Designing for Deep Learning
Deep learning is positive while surface learning is negative. Teachers should encourage
students to engage in deep learning no matter the difficulty. It is important that teachers
should provide opportunities for students to apply the lessons learned. This means that
after lessons, teachers must ask different kinds and levels of questions and application
activities.
Putting Theory into Practice
Deep Learning Surface Learning

Definition Examining new facts and ideas Accepting new facts and ideas
critically, trying them into existing uncritically, and attempting to

Course Professor
cognitive structures , and making store them as isolated ,
numerous links between ideas unconnected items.
Characteristics • Looking for meaning • Relying on rote learning.
• Focusing on the central • Focusing on outward signs and
arguments or concepts needed to the formula needed to solve a
solve a problem. problem.
• Interacting actively. • Receiving information
• Distinguishing between argument passively.
and evidence. • Failing to distinguish
• Making connections between principles from examples
different modules. • Treating parts of modules and
• Relating new to previous programs separately
knowledge • Not recognizing new material
• Linking course content to real life. as building on new previous
work.
• Seeing course content simply
as material to be learned for
the exam.
Encourage by • Having an intrinsic curiosity in the • Studying a degree for the
students subject. qualification and not being
• Being determined to do well and interested in the subject.
mentally engaged when doing • Not focusing on academic
academic work. areas, but emphasizing others
• Having the appropriate (e.g.social, spot)
background knowledge for a • Lacking background
sound foundation. knowledge and understanding
• Having time to pursue interest necessary to understand a
through good time management. material.
• Positive experience of education • Not enough time/too much
leading to confidence in one’s workload,
ability to understand and succeed. • Cynical view to education,
believing that factual recall is
what required.
Encouraged by • Relating new material to what • Conveying disinterest or even
teachers students already know and a negative attitude to the
understand. material
• Allowing students to make • Presenting new material so
mistakes without penalty and that it can be perceived as a
rewarding effort. series of unrelated facts and
ideas.
• Allowing students to be
passive

Course Professor
• Assessing for independent
facts (short-answer-
questions)
• Rushing to cover too much
materials.
• Emphasizing coverage at the
expense of depth.
• Creating undue anxiety or low
• Being consistent and fair in expectations of success by
assessing declared intended discouraging statements or
learning outcomes , hence excessive workloads.
establishing trust.
• Having a short assessment
cycle.
Care must be observed in the assessment processes, this part of the curriculum affects the
student's approaches to learning. The assessment must give students the opportunity to receive
feedback but also must make the assessment relevant to the field of the study. Repeated testing
is seen to likely produce surface learning in the absence of an opportunity to engage in problem-
solving.
Learning Styles and Preferences
Learning can be done in different ways. On the part of the students, learning is achieved by close
observation, seeing and hearing, working alone and in groups, reasoning logically and
intuitively, memorizing, visualizing, and modeling. Some prefer pictures to text. Others prefer
concrete to abstract.
Teaching methods also vary : there are teachers who lecture; others demonstrate or discuss;
some focus on principles, and others on applications; some emphasize memory and
understanding. How much students learn in class depends, among other things, on the match
between students’ learning styles and the instructor’s teaching style. It is for this reason that the
teaching style should match the learning preferences of the students.

Course Professor
An awareness of the different types of learners in the class is needed to guide the teacher on
how to present materials, design activities, and sequence explanations. Likewise, an awareness
of one’s own; learning preferences will help him understand how learning can be affected.
Teaching that better matches their learning preferences is more likely to engage and motivate
students to participate in the discussion and, therefore , learn from the experience . It is also
recognize that each persons prefers different learnings styles that common ways on how
people learn can be devised and planned .
Guideline about Learning Styles
1. There is no single /definite learning style. There is a mix of learning styles for everyone.
2. Some people have a dominant style of learning.
3. Others may use different styles in different circumstances. There is no right combination.
4. Styles that are developed can still be further improved for learning enhancement.
Very recently, educators have recognized the use of multiple learning styles and multiple
intelligences for learning as a relatively new approach. The quality of learning can bring
about positive results by recognizing and understanding one’s own learning styles using
varied techniques.
The Basis of Learning Styles
Learning styles change the way the learner internally represents experiences, recalls
information, and chooses the words to use to explain things. Research shows that each
learning style activates different parts of the brain. Involving more of the brain during
learning capacitates the learner to remember more of what he learns. Actually researchers
using brain-imaging technologies have been able to find out the key areas of brain
responsible for each learning style as follows (learning styles online .com 2014)
Broca’s Area and Wernickes’s Area
Visual The optical lobes at the back of the brain manage the visual sense. Both the
occipital and parietal lobes manage spatial orientation

Course Professor
Aural The temporal lobes handle aural content. The right temporal lobe is
especially important for music
Verbal The temporal and frontal lobes , specially the two specialized areas called
Broca’s area and Wernicke’s area ( in the left hemisphere of these two lobes)
govern the use of manually articulated (i.e signed ) or vocally articulated (i.e
spoken) language as shown in the figure below .
Physical The cerebellum and the motor cortex (at the back of the frontal lobe )
handle much of our physical movement
Logical The parietal lobes , especially the left side, drive our logical thinking
Social The frontal and temporal lobes handle much of our social activities. The
limbic system (not shown apart from the hippocampus) also influences both
the social and solitary styles. The limbic system has a lot to with emotions,
moods, and aggression.
Solitary The frontal and parietal lobes and the limbic system are also actve with this
style.
The Seven Learning Styles
The memletic styles recognizes that each of us prefers to learn in different ways. There are
many variations on this theme and different ways to describe these preferences; however,
the Memletic styles uses seven as shown below.
Learning Styles Description

Visual (Spatial) They learn using pictures, images, graphs, charts, logic
puzzles, and spatial understanding
Aural (Auditory -musical ) They prefer using sound and music
Verbal (Linguistic) They prefer using words, both in speech and writing
Physical (Kinesthetic) They prefer using body, hands, and sense of touch
Logical ( Mathematical) They prefer using logic, reasoning, and systems
Social (Interpersonal) They prefer to learn in groups or with other people
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Solitary ( Intrapersonal) They prefer to work alone and use self-study
Gardner’s Multiple Intelligence Theory
Howard Gardner’s concept of the learners’ intelligence has gone beyond linguistic and
mathematical intelligence. Other intelligences are Spatial, Bodily-kinesthetic, Musical,
Interpersonal, Intrapersonal, Naturalist, and Existential.
Learners ‘ Description
Intelligence
Verbal/ linguistic ❖ Learn best through listening, reading, speaking, telling,
(word smart) (say it) discussing and writing
Mathematical ❖ Learning through reasoning and problem-solving

/logical (number ❖ Could think conceptually and see patterns.
smart) (count it) ❖ Learn best using numbers and analysis.
Visual/Spatial
(Picture it out) ❖ Make mental pictures and images to help them learn and
remember.
❖ Learn best when materials are presented visually (pictures,
graphic organizers, pictures, webs and diagrams)
Bodily Kinesthetic ❖ Like to express themselves and their ideas through movement.
(Move it) ❖ Learn best through actions, hands-on activities, and opportunity
to manipulate materials.
Musical (music
smart) (hum it) ❖ Respond to pitch, rhythm, tone, and musical patterns.
❖ Enjoy singing, rapping, or playing instruments.
❖ Learn best when learning is linked to their sense of rhythm and
music.
Interpersonal ❖ They are people’s people.

(people smart) (Lead ❖ Often good at motivating others, organizing, and
it) communicating,
❖ Get along well with others, emphatic and intuitive.

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Intrapersonal (self- ❖ Thoughtful and reflective
smart) (reflect on it) ❖ closely examine ideas, issues, and perspectives
❖ understand themselves and their own feelings.
❖ learn best when allowed to reflect, share personal opinions
and work alone.
Naturalist (nature ❖ can adapt and use their surroundings to succeed or survive.
smart) ❖ feel personal connection with the natural world.
❖ learn best when called on to figure out how things work to
observe and to investigate.
Existentialist (spirit ❖ learning by seeing the big picture

smart) ❖ seek connection to the real world
❖ understand and apply new lessons learned
Questions: Why are we here?
What is my role in the world? What is my place in the family?
Kolb’s Learning Style
Kolb’s experiential learning theory or ELT (1984) sets out four distinct learning styles,
which are based on a four-stage learning cycle, namely social or accommodating, creative or
diverging, intellectual or assimilating, and practical or converging. Kolb explains that different
people naturally prefer a certain learning style. There are various factors that influence a
person’s preferred style. For instance, educational environment, educational experiences, or the
basic cognitive structure of an individual. Whatever influences the choice of style, the learning
style preference itself is actually the product of two pairs of variables, or two separate choices
that we take which Kolb presented as lines of axis, each with conflicting modes.
Concrete
Experience
Social Creative
Active Reflective
Experimentation Observations
Practical Intellectual
Abstract
Conceptualization

Course Professor
The intersection of the processing and perception dimensions creates a set of learning
styles, members of which are both distinct and related to adjacent styles (Shallet, Borun,
Bunnel & Chambers n.d).
Social learners (SL) • SLs are leaders.

• They learn best by analyzing and solving a problem as a group using
their own intuition and information from other people rather than
from books and lectures.
• They look for new experiences, often take risks, and employ
hands-on methods to accomplish their goals.
Creative learners • CLs are imaginative.
(CL) • They have open minds to new ideas and offer multiple
perspectives.
• They value brainstorming with a group.
• They often listen and observe before sharing their own ideas.
• They rely on concrete examples to learn and trust their own feeling
when making decisions.
Intellectual learners • ILs are organized, logical, and precise.
(IL) • They find facts, ideas, and information fascinating and challenging
to people and emotions.
• They are more scientific than artistic, often carry out experiments,
but can find difficult to decide or act on a matter.
Practical learners • PLs are both thinkers and does.
(PL) • They learn through experimentation, seeking out new ideas, and
discovering practical applications for them.
• They focus on intently on select subjects.
• They favor technical challenges to interpersonal matters.
• They are goal-oriented and make decisions easily.
This classification of learning styles is valuable because it emphasizes how people like and prefer
to interact with content. Kolb’s characterization of modalities of engagement can, therefore,
guide developers in shaping an activity’s structure to support these modalities.
Kolb (2006) explained that people naturally prefer a certain single different learning style, and
several factors influence a person’s preferred style. In Kolb’s ELT, he defined three stages of a
person’s development and suggested that our propensity to reconcile and successfully integrate
the four different learning styles improve as we mature through these development stages (
Kolb in Chapman 2013).
Course Professor
Stages Description
1. Acquisition Birth- adolescence Development of basic abilities and “cognitive
structures”
2. Specialization Schooling, early The development of a particular “specialized
work, and personal learning style” shaped by social, educational
experiences of socialization
adulthood.
3. Integration Mid-career Expression of non-dominant learning style in
through later life work and personal life.
Hypothesized Activity Type Preferences by Learning Style
Activity Type Learning Style

Role Play Allow users to adopt a Social Might prefer this
person and interact since information is
with other characters gathered from other
characteristics in an
activity.
Simulation Employs a model of Intellectual Might find an abstract
the real world that representation of the
users can manipulate world more readily
to develop an appealing.
understanding of a
complex system.
Puzzle- Mystery Involves analysis and Practical Might be attracted to
deductive reasoning problem-solving in
to reach a logical the real world.
conclusion.
-The user relies on
evidence from people,
nature, or reference
material.
Design Emphasizes open- Creative Might be more
ended inquiry and engaged by the
experimentation, with opportunity to create
a personal creation as something unique.
the product of the
experience.

Course Professor
Interactive Provides multimedia Intellectual Might appeal to those
Reference content in a topical or with self-motivated
thematic structure for research goals.
self-directed
browsing.
Discussion Forum Facilitates Social Might be preferred as
interpersonal an opportunity to
communication interact with other
among users and people.
subject experts.
Learning Styles – Silver (2000) cites four different learning styles:

Style Sensitivity to: Inclination for: Ability to:
1. Sensing- Acts, details remembering, organize report.
Thinking Physical actions, describing, build, plan and carry
(Mastery) steps manipulating, out projects
ordering
2. Intuitive gaps, flaws, Analyzing, Argue, research,
Thinking questions, patterns, testing/proving, develop theories,
(Understanding) ideas examining, explain
connecting
3. Intuitive hunch, images, predict/speculating, develop original
Feeling possibilities, imagining, solutions, think
(Self-Expressive) inspiration generating ideas,
metaphorically,
developing insights articulate ideas,
express and create
4. Sensing- feelings, people, gut supporting, Build trust and
Feeling reactions, personalizing, rapport, empathize,
(Interpersonal) experiences expressing emotions, respond, teach
learning from
experience
Learning Styles by Dr. Rita Dunn and Dr. Kenneth Dunn
Learning Style Description

1. Auditory Retain information best by listening to lectures, audio tapes or
discussion
Capture, absorb and retain new and difficult information by creating
2. Visual a picture in their minds, seeing words or reading them.
3. Tactile Effective use of the hands by doodling, highlighting, or taking notes
to understand and retain new and difficult information.

Course Professor
4. Kinesthetic Physical involvement in the entire process of learning is walking
around, gesturing, or moving.
Summary
This lesson focused on the learner as one of the elements of the teaching and learning
process. To understand the learners, there is a need to delve into several main issues such as
factors affecting the cognitive development of children. The child’s intellectual ability is
determined by a combination of heredity and environment. Although a child’s genetic
inheritance is unchangeable, there are definite ways that parents can enhance their child’s
intellectual development through environmental factors.
Not all students can be independent learners. Some students become independent
learners based on life circumstances and learning styles. Dependency on instruction is tied
closely to student age and maturity. The older the student, the more independent he tends to
be. There are students who depend on depend on teachers for instruction and can grow
independent learning traits no matter their age. Independent learners are curious, self-
motivated, do self-examination, are accountable, critical thinkers, can easily comprehend, and
are persistent.
For educators to understand the learners, deep and surface approaches are useful. These
are powerful and useful principles applied most of the time by teachers. Failure to apply it
explains why and how learning processes cannot be effective. Deep learning involves critical and
in-depth analysis of new ideas, associating them with already known concepts and principles
while surface learning is the tacit acceptance of information and memorization.
Learning styles and preferences can be done in different ways. On the part of the
students, learning is achieved by close observation, seeing and hearing, working alone in groups,
reasoning logically and intuitively, memorizing, visualizing, and modeling. Some students prefer
pictures to texts, while some prefer concrete before abstract. The different learning styles
discussed here are the seven learning styles, Kolb learning styles, Dun and Dunn learning styles,
and Silver Harvey learning styles. Further, the multiple intelligence of Howard Gardner was also
given emphasis.
Teaching methods vary. There are teachers who use the lecture method, demonstration,
and discussion, some focus on principles and applications, while others emphasize memory and
understanding.

Course Professor
Activity: KWL Strategy
Direction: Fill up the W and L columns of the KWL chart.
Do it within 5 minutes.
What I know What I want to know What I learned

Course Professor
B. Question Answer Pairs: Experiential Exercises
Directions:
• Through study buddy discussion, share with the class how teachers can support the
cognitive development of their students.
• Explain how you can preserve and account for your student's individuality in the
classroom.
• Discuss a practical approach to respecting and encouraging diversity in your future
classroom.
• Enumerate practical ways by which you can promote independence among learners in
your future classroom.
• Describe how you can foster deep learning among your students.
Lesson 3 : The Teacher
Intended learning Outcomes: At the end of this lesson, the learners are expected to :
1. identify characteristics of a good teacher;
2. describe the varied roles of teachers;
3. explain the significance of the teacher having several roles in the classroom;
They inspire you; they entertain you, and you end up learning a ton even when you don’t
know it.
Nicholar Parks

Course Professor
This lesson emphasizes the teacher as one of the elements in the teaching-learning
process. Teachers are considered as the prime mover of the educational process. They are the
ones who facilitate the whole process of learning in the classroom. The teacher's primary
concern is to make the learning experience, whether inside or outside the classroom, effective,
productive, and meaningful. For this reason, he is obliged to make every learning activity
gratifying. This demands that a teacher should have an understanding of the nature of the
learner- how well a learner can be motivated, directed, guided, and evaluated.
Who is the professional teacher?
The professional teacher is the “licensed professional” who possesses dignity and
reputation with high moral values as well as technical and professional competence…he/she
adheres, observes, and practices a set of ethical and moral principles, standards, and values.”
(Code of Ethics of Professional Teachers, 1997).
To understand the learner, teachers must know the following:
1. The learner is a unique individual with traits peculiar to himself;

2. The learner is a product of the cultural environment where he
assumes membership; and
3. The learner is influenced by social and psychological forces from the environment.

Course Professor
The learner is an embodied spirit. S/he is a union of a sentient body and a rational soul. His body
experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the
source of intellectual abstraction, self-reflection, and free rational volition. Let us feed his/her
body as well as his/her spirit (Kelly, 1965). “Man does not live by bread alone.”
The Fundamental Equipment of the Learner:
The learner is equipped with cognitive as well as appetitive faculties.
The cognitive faculty includes:
a. Five external senses (sight, smell, taste, touch, and hearing)

b. Imagination – to form representations of material objects which are not
actually present to the senses
c. Memory – to retain, recall, and recognize past mental acts.
d. Intellect – to form concepts or ideas, make judgment, and to reason out.
e. Instinct – intuition.
The appetitive faculty includes:

a. Feelings and emotions – to feel pleasantness or unpleasantness, pain and joy.
b. Will – serves as a guiding force and the main integrating force in the learner’s
character.
All learners are equipped with cognitive and appetitive faculties. They differ however in
the degree to which they are utilized because of the following:
1. Ability – the students’ native ability dictates the prospects of success in any purposeful
activity. It determines their capacity to understand and assimilate information for their
own use and application.
2. Aptitude – refers to students’ innate talent or gift. It indicates a natural capacity to
learn certain skills.
3. Interests – Learners vary in activities that are undertaken due to a strong appeal.
attraction.
4. Family and Cultural Background- Students who come from different countries.
socioeconomic and cultural background manifest a wide range of behaviors.
due to differences in upbringing practices.
5. Attitudes-the students’ unique way of thinking and reacting. Some positive
attitudes are curiosity, responsibility, creativity, and persistence.
Learning advocates acknowledge the concept of individual differences as a major

consideration in the learning process. Teachers assume that every learner is distinct and
different from each other in terms of interest, traits, abilities, characteristics, and maturity.

Course Professor
Teachers mold, transform, develop, and brings out the best potential in the learners, only then
can they provide an effective development of the learner.
Characteristics of a Professional Teacher
Criterion
1. Physical Health and well-being • A teacher must be physically and
Characteristics mentally sound.
• Sufficient motor coordination and
energy
• Adequate visual and auditory
acuity and good health are needed
to effectively and independently
implement the instructional and
managerial duties associated with
teaching the levels and fields in
which he is being prepared.
Appearance • A teacher must be well-groomed

and present himself in a
professional manner appropriate to
the age of the students’ being
taught.
2. Personality Cooperation • The teacher has a good moral
Characteristics attitude; works cooperatively with
peers, and contributes
constructively to the realization of
group objectives.
• The teacher is vocal of its opinion,
avoids sarcasm, makes
constructive suggestions, accepts
suggestions and constructive
criticisms; and modifies behavior
appropriately.
Tactfulness • Teachers are modest in the use of
words and actions upon others,
temper his words in consideration
of the feelings of other people, and
avoid situations that offend
institutional and community
mores.

Course Professor
Flexibility and patience • The teacher should display
willingness and ability to adapt to
changes in events, conditions,
activities, innovations and tasks,
and overall situations that offend
institutional and community
mores.
Organization • The teacher should be good at
classroom and time management
Enthusiasm • The candidate displays energy and
enthusiasm and responds
appropriately to humor.
Creativity • The teacher synthesizes theory and
practice into new personalized
adaptations and applications.
Initiative and Risk- • The teacher displays independence
taking and motivation and is not resistant
to undertaking new activities and
assignments.
3. Responsibility Responsibility • The teacher undertakes and
Characteristics completes assigned tasks, assumes
his role /functions, attends to his
position, meets university and
program requirements and
deadlines, anticipates problems,
and plans, and adapts to
professional standards and
policies; has good moral ethics.
Attendance and • Always present and punctual for
Punctuality class and appointments; arranges
ahead of time and with all
necessary individuals for
unavoidable delays.
Maturity • Displays poise in task completion
and personal interactions,
acknowledges his own
responsibility and culpability, and
does not pass on blame to others or
rationalize his own inadequate or
missing performance; has integrity
and honesty in professional
dealings

Course Professor
4. Communication Oral Communication • Reflects appropriate voice and
Skills speech delivery, clarity, fluency,
and grammatical correctness; uses
standard English and
understandable accent;
appropriate formality to any
situation; and verbal flexibility
allowing rephrasing or translating
of ideas or questions until
instruction is clear to all students.
Written • In terms of writing skills teachers
Communication must reflect appropriate and
accurate spelling, grammar,
punctuation, syntax, format, and
English usage; and demonstrate
organization and compositions
that effectively communicate
ideas, directions, explanations,
lesson plans, messages, and other
teaching- written reports.
5. Professional Demeanor • Demonstrate a positive attitude in
Relationship Skills interactions with others;
collaborate with peers; respect
authority; comply with rules and
report problems with school and
university operations with
reference to specific evidence and
reasonable courtesy.
Rapport • The teacher relates easily and
appropriately to students,
providing leadership or direction
while involving others and listening
to and incorporating their desires
and concerns.
Awareness of • Teachers recognize and empathize
individual differences with human differences in
ethnicity, gender, physical ability,
and intellectual ability, an
demonstrates sensitivity to social
expectations in varied
environments.

Course Professor
6. Commitment to Professionalism • Teachers demonstrate a passion
the Teaching for teaching, recognize, seek, and
Profession apply the best theory, research,
and practice in professional
activities; are proud to assert their
intention of becoming a teacher;
and demonstrate a commitment to
education as a career.
Withitness • The teacher should exhibit
simultaneous awareness of all
aspects of the learning
environment.
Reflectivity • The teacher reflects and evaluates
professional experiences with
constructive criticism.
Qualities of a Good Teacher

(DepEd , Training and Employment 2014)
Teaching is a career that provides challenges, excitement, personal reward, and a chance
to encourage and support others to achieve goals. Good teachers know that by listening to and
working with colleagues, parents, and other professionals, and community members, they can
inspire students and improve their learning. There are personal qualities and skills that make a
good teacher.
Personal Attributes:
Passion – does not die or diminish. They feel they “will live and die as a teacher.”
Humor – anything funny, that elicits a smile, laughter, or an amusing reaction.
Values and Attitudes – Teachers are models of values.
~ Open-mindedness
~Fairness and impartiality
~Sincerity and honesty
~Professionalism
Patience – the teacher’s uncomplaining nature
He must be resilient in dealing with children, be prepared to endure mischief
and even unpleasant behavior in day-to-day eencounters.Enthusiasm-
eagerness and excitement, full of energy and dynamism
Can cope well with change.
Have a genuine capacity for sympathy.
-capacity to tune in to the minds and feelings of their students
Course Professor
Morally honest
-Aware of their intellectual strengths and limitations
Professional Attributes:
Control of the knowledge base of teaching and learning (content knowledge)
Repertoire of best teaching practice (pedagogical knowledge)
Disposition and skills to approach all aspects of his/her work in a reflective,
collegial, and problem-solving manner.
View learning to teach as a lifelong process.
Varied Roles of Teachers in the Classroom:

1. Manager – the teacher carries throughout the day systematic activities to
develop the cognitive, affective, and psychomotor domains of the
learners.
2. Counselor – S/he acts as counselor especially when pupils are in beset of
problems.
3. Motivator – S/he encourages students to study well and behave properly inside.
and outside of the classroom.
4. Leader – a leader directs coaches, supports, and delegates depending on the
needs of the situation. The teachers should set an example to emphasize their role of
being a leader.
5. Model – A teacher is an exemplar, he has traits, behaviors, and attitudes that.
can be emulated by students.
6. Public Relations Specialist – serves as a bridge between the school and the
stakeholders.
7. Parent-surrogate – teachers are parents of students when they are in school.
They attend to the needs of pupils in the school. They look after the physical and mental well-
being of their students.
8. Facilitator – S/he is the facilitator of learning and serves as a guide in the search for
knowledge.
9. Instructor – The main function of the teacher is instruction. Teachers should be
equipped with content and pedagogical knowledge.
Teachers should know how to employ the most effective teaching and
learning strategies to enable students to progress.
Evaluate what their students know, understand, and can do; be able to
use this assessment to prepare future teaching and learning activities.
Have high expectations for all their pupils of whatever class, race, gender
, or ability.

Course Professor
Recognize how to motivate their students – to do this, they need to be
effective role models for the students they teach.
Principles for Teachers
Principles Description
Conceptual The ability of teachers to communicate and solve
understanding of problems using central concepts, tools of inquiry,
Core Knowledge and structures of different principles.
This skill is demonstrated by the ability to :
a. define learning goals that reflect mastery of the
subject matter;
b. design and effect the kind of instruction that
develops students conceptual framework;
c. provide opportunities for learners interaction
through accurate and in-depth information;
d. provide meaningful learning activities to improve;
learners communication and quantitative skills;
e. model effective communication and problem-
solving;
f. apply a variety of media and technology;
g. distinguish high-quality educational material; and
h. write and speak with clarity for effective
communication
Reflective Practice The ability of teachers to step outside of the
experiences that make up teaching, relate such
experiences analyze and critique the impact of such
experiences and context from multiple
perspectives.
Reflective practice is the ability to:
a. expound on the principles that guide teaching.
b. demonstrate teaching as an inquiry process,
collecting and analyzing data about students’
learning , and generating plans designed to
support student learning;

Course Professor
c. make available teaching from multiple
perspectives;
d. do self-assessment with or from multiple
perspective;
e. gather information through observation of
classroom interaction;
f. evaluate learners development and knowledge ;
g. utilize assessment processes appropriate to
learning outcomes; and
h. encourage learners to employ multiple approaches,
solutions, and diverse pathways to learning.
Teaching for The ability of teachers to draw on their knowledge
understanding and framework structures to plan, implement,
supplement, and assess effective learning
experiences through supportive social and physical
context for learning.
This is the ability to:
a. set clear goals for learning experiences;
b. prepare suitable classrooms routine;
c. provde learners with meaningful choices;
d. create a collaborative , supportive, social
environment;
e. engage learners in generating knowledge and
testing hypotheses;
f. develop learners ‘ ability to their ideas and
thinking processes;
g. apply multiple strategies that engage students
in active learning;
h. motivate learners to see questions and
interpret ideas for themselves and their own
learning;
i. convince learners to assume responsibility for
themselves and their own learning;
j. encourage all learners to learn;
k. provide interactive learning environment;
l. asks questions that promote learning;
m. build on students prior knowledge;

Course Professor
Passion for learning The ability of teachers to continually develop their
own complex content and pedagogical knowledge
and to support the development of students ‘habits
of continual, purposeful learning.
This the ability to:
a. summarize and teach complex concepts and
networks of knowledge.
b. reflect on what has been taught and learned.
c. consider learners’ intellectual, social, and
personal growth;
d. support learners with special needs.
e. provide engagement activities through multiple
ways of knowing.
f. allow for high and positive expectations for
learner achievement ;
g. include other disciplines to create meaningful
curriculum;
h. provide learners opportunities to solve
community problems and make authentic
choices;
Understanding school The ability of teachers to understand school in the
in context of society context of society and culture is to value and teach
and culture. about diversity, recognize the effect of social,
cultural. Economic and political systems on daily
school life, and to tap the potential of school to
minimize inequities.
It consist the ability to:
a. be an agent of change;
b. communicate in ways that profess a sensitivity
to a broad range of diversity;
c. set as mediator when learners need help to
resolve problems or change attitudes;
d. collaborate with parents, co-teachers ,
administrators, and other community members
in school activities;
e. get involved in the lives of students;
f. include knowledge community into teaching;
and challenge negative attitudes.
Course Professor
Professionalism Professionalism is the ability of teachers to be
active contributors of professional communities
that collaborate to improve teaching and student
achievement by developing a culture of trust,
shared ethics, established standards, and research-
based practices.
This is the ability to:
a. lives up to the ethical principles guiding professional
conduct;
b. demonstrates and document standards-based
practice in the classroom;
c. remain updated in terms of research on teaching and
new resource networks beyond the school;
d. includes complex and difficult issues in dialogue with
colleagues;
e. initiate and lead in activities, such as teacher
research, study groups, coaching, among others;
f. enhances the teaching and learning of a school
community;
g. promotes positive attitudes.
h. facilitate decision making; and integrate democratic
principles in school operations.
Summary
The second element of the teaching and learning processes is the teachers. The teacher
assumes varied roles and has professional attributes and good qualities. according to Dent
(2013), the personal qualities of a good teacher are categorized into five, such as pleasantly

Course Professor
active, dynamic, and attractive, with a genuine capacity for sympathy; intellectually and morally
honest; infinitely patient; and imbued with an endless quest for learning.
Teachers should think positively and enthusiastically about people and what they can
become. They must see the good in any situation and can move forward to make the most of
difficult situations when confronted with obstacles. They should also encourage others to be
positive as well.
In exchanging ideas, teachers share with others in a manner that promotes effective
communication. They can convey personal thoughts and feelings on a wide spectrum of issues,
and they listen to learners in an emphatic manner. Teachers are also expected to hold in
confidential or sensitive conversations that they may have with the leaners.
Teachers are committed to the learners and their profession. They are self-confident,
poised, and personally in control of situations. They also have a heathy self-image, encourage
students to look at themselves in a positive manner, thereby helping them develop a positive
self-concept and promote self-respect of the learners.
Whenever situations call for change in plans and direction, teachers are willing to do so
guide students in moving toward their goals. They reason with and reach out to students and
staff in a manner that allows all concerned to n=move forward in a positive direction.
Lastly, teachers are able to sense and ease the tension out of sights situations and use
humor spontaneously in a tasteful manner to build onenesss or a bond in the classroom.
Activity: KWL Strategy

Direction: Fill up the W and L columns of the KWL chart.
Do it within 5 minutes.
What I know What I want to know What I learned

Course Professor
B. Question Answer Pairs : Experiential Exercises
Directions:
Do you agree with all the roles of teachers as instrumental in the acquisition of learning?
How can teachers juggle the different roles they have in the classroom? How do they
know which one to prioritize on certain days or situations?
If you were the head of a school, what attributes would you look for a teacher applicant?
From the six principles teachers must practice, which do you think is the most difficult
to achieve?
Think of your favorite teacher in elementary or high school. Try to remember what
qualities he/she had that you liked the most. Remember what qualities he/she had that
you like most. Reflect on how you can adopt these qualities when you become a teacher.
C. Collaborative Activities
1. With a triad , reflect on the kind of teacher that you want to be. Explain your work to the
class.
2. Share with a group of four members the qualities that you like the least in your pervious
teachers’. Talk about how you could avoid these qualities.

Course Professor

Module 2 Lesson 1 2 3 SocStEd 311

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Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO

SocStEd 311 -TEACHING APPROACHES IN SECONDARY SOCIAL STUDIES

MODULE 2 : THE ELEMENTS OF TEACHING AND LEARNING PROCESSES

Intended Learning Outcomes: After the discussion, challenge yourself to:

SocStEd 311- Teaching Approaches in Secondary Social Studies

Understanding teaching starts with developing a viable concept of teaching that

SocStEd 311- Teaching Approaches in Secondary Social Studies

Overview of the Teaching Profession

SocStEd 311- Teaching Approaches in Secondary Social Studies

3. Teaching as an act itself It involves common activities in the classroom

SocStEd 311- Teaching Approaches in Secondary Social Studies

-Teaching lies on making learners truly

-Teachers must demonstrate proficiency in

-Teachers serves as a guide by tapping

What is the Teaching for Understanding (TFU ) Framework

Four Central Questions TFU Elements of Addressing Each Question

SocStEd 311- Teaching Approaches in Secondary Social Studies

-occur frequently from the beginning of the

SocStEd 311- Teaching Approaches in Secondary Social Studies

Understanding the goal To guide students in understanding various

SocStEd 311- Teaching Approaches in Secondary Social Studies

In cases where one ( or more) of the small

SocStEd 311- Teaching Approaches in Secondary Social Studies

Directions; Choose a partner, then discuss your answer with him/her.

1. Why is it important to understand teaching?

SocStEd 311- Teaching Approaches in Secondary Social Studies

Intended Learning Outcomes

SocStEd 311- Teaching Approaches in Secondary Social Studies

Factors Affecting Cognitive Development of Children (Dutta 2012)

Factors Salient Information

Note: Intelligent children have better cognitive development

SocStEd 311- Teaching Approaches in Secondary Social Studies

3. Paly is also an important in developing cognition

5. Various types of stimuli

6. Family and society

SocStEd 311- Teaching Approaches in Secondary Social Studies

2. Self-motivation -Intrinsic motivation far surpasses any prize or reward

3. Self-examination -IL go into self-evaluation.

4. Accountability -This means responsibility: knowing what you have to do

5. Critical thinking -IL think critically of a a situation

6. Comprehension IL learners have the ability to read, visualize, or

7. Persistence -IL are serious learners who do not give up easily

Deep and Surface Approaches to Learning

Deep Learning (DL) Surface Learning

SocStEd 311- Teaching Approaches in Secondary Social Studies

Deep learning is applied to real-life situations

Designing for Deep Learning

Putting Theory into Practice

Deep Learning Surface Learning

SocStEd 311- Teaching Approaches in Secondary Social Studies

SocStEd 311- Teaching Approaches in Secondary Social Studies

Learning Styles and Preferences

SocStEd 311- Teaching Approaches in Secondary Social Studies

Guideline about Learning Styles

The Basis of Learning Styles

Broca’s Area and Wernickes’s Area

SocStEd 311- Teaching Approaches in Secondary Social Studies

Learning Styles Description

Gardner’s Multiple Intelligence Theory

Mathematical ❖ Learning through reasoning and problem-solving

Interpersonal ❖ They are people’s people.

SocStEd 311- Teaching Approaches in Secondary Social Studies