SURVEY SHEET

Name of the Teacher: JODIE A. LLAMASARES

School: Daraga National High School
Date: October 10, 2023 Grade Level: 9
Subject Area: Araling Panlipunan (Social Studies)
Approach/Method How did you used the approach/method (Activities)
Deductive Method In teaching the topic "Mga Karapatan at Tungkulin ng Mamimili," I employed the
deductive approach as it allows students to grasp the overarching concepts and principles
before delving into specific examples and applications. I started the lesson by presenting a
clear and concise definition of consumer rights and responsibilities, emphasizing the
significance of informed and empowered consumers in society. I explained that consumers
have the right to safe products, information, choice, and redress while also having the
responsibility to make informed choices, voice their concerns, and contribute to sustainable
consumption.
Following this deductive introduction, I engaged my students in activities to reinforce
their understanding. First, I facilitated a class discussion where students shared their
thoughts on consumer rights and responsibilities. Allowed them to draw upon their prior
knowledge and express their opinions, creating a sense of relevance for the topic.
Then, I provided them with case studies and real-world scenarios illustrating various
consumer situations. I encouraged them to identify which consumer rights and
responsibilities were applicable in each scenario. This activity enabled them to apply the
earlier deductive principles to concrete situations, fostering critical thinking and problem-
solving skills.

Inductive Method In employing the inductive method to teach about consumer rights and responsibilities, I
presented my students with real-life scenarios and practical examples drawn from their
everyday experiences as consumers. These scenarios ranged from purchasing products
online to dealing with product safety, warranty, and fair pricing issues. Instead of starting
with a formal definition or a set of principles, I encouraged my students to examine these
scenarios critically and draw their conclusions about what rights and responsibilities
consumers should have. Through guided discussions, I prompted them to identify recurring
themes and patterns in these situations, gradually leading them to discover key concepts
such as the right to safety, information, choice, and the responsibility to be well-informed
consumers.
To further facilitate their understanding, I organized group activities where students
collaborated to analyze and categorize these identified rights and responsibilities. They used
evidence from the scenarios to justify their classifications. This process encouraged students
to actively participate in knowledge creation, allowing them to construct their definitions and
principles regarding consumer rights and responsibilities. In this way, the inductive method
enabled learners to develop a in-depth understanding of the topic, as they were actively
engaged in discovery and critical thinking.

Demonstration I employed the demonstration method to teach the topic by organizing a practical and
Method interactive class session. I began by showcasing tangible examples highlighting various
aspects of consumer rights and responsibilities, such as product labeling, warranties, and
consumer protection laws. I used actual consumer products and packaging to illustrate key
points and emphasize the importance of being informed. Additionally, I demonstrated how
to read and interpret product labels, emphasizing the significance of understanding the
information provided. Through this hands-on approach, I aimed to make the topic more
relatable and accessible to my students, allowing them to see and experience the concepts in
action. This method enhanced their comprehension of the subject and encouraged active
engagement and critical thinking as they examined real-world instances of consumer rights
and responsibilities.

Problem-Solving I used problem-solving exercises to teach the material by giving the students examples
of consumer problems and difficulties. I urged them to think critically about these issues,
determine the underlying consumer obligations and rights that applied to each circumstance,
and provide workable remedies. Give examples of consumers encountering problems like
deceptive advertising or poor product quality. The students worked cooperatively to develop
ideas and action plans to solve these issues through group discussions and brainstorming
sessions, emphasizing the significance of consumer advocacy, and educated decision-making.
This problem-solving approach allowed my students to apply the principles they had learned
and nurtured their problem-solving skills, critical thinking and empowering them to be
proactive and responsible consumers in the real world.

Discovery I used the discovery approach to instruct the material, bringing my pupils through
independent research and inquiry. I gave them a range of materials, including articles, films,
and case studies, about the rights and obligations of consumers. I pushed them to conduct
their independent research on these materials and information gathering. After that, I
supervised group discussions in which the students presented their results and jointly
recognized reoccurring themes and fundamental ideas concerning consumer rights and
obligations. Thanks to this method, learners were able to take charge of their education,
refine their research and analytical skills, and create their own understanding of the subject
through active study and conversation. It fostered a sense of curiosity and critical thinking,
making the learning experience more engaging and meaningful.

Project-based As part of my project-based learning strategy, I gave my students a consumer advocacy

assignment. For this assignment, students had to choose a particular consumer issue that
interests them, like misleading advertising or worries about product safety, and do extensive
research on it. Data had to be gathered, experts and customers questioned, and pertinent
laws and rules had to be examined. They were asked to produce advocacy materials after
their research, such as educational pamphlets, movies, or social media campaigns, to bring
attention to their selected topic and instruct other students and the public on consumer
rights and duties. Through this project, students received a thorough understanding of the
subject and crucial advocacy, communication, and research skills, preparing them to act as
knowledgeable and engaged consumers in their own right. Learning about consumer rights
and responsibilities has become educational and socially significant thanks to this project-
 based methodology.

Constructivist I used the constructivist method by assisting my students while they actively built their
Approach knowledge. I provided them with questions and scenarios about consumer rights and
obligations rather than just giving them information. Through class discussions and group
projects, I pushed my students to contribute their past knowledge, life experiences, and
opinions concerning consumer concerns. We held open discussions where they could share
their opinions and disagree with each other's theories, promoting a vibrant and cooperative
learning atmosphere. The students argued and investigated these ideas as they built their
understanding of the subject, eventually developing a more complex and thorough
understanding of consumer rights and obligations. This constructivist approach allowed my
students to take an active role in their learning, enabling them to develop a deeper, more
personal connection to the subject matter and a greater appreciation for the significance of
consumer rights and responsibilities in their lives.

Metacognitive I used the metacognitive approach by emphasizing helping my pupils become more
Approach aware of their thought processes and study techniques. I asked the class to consider their
prior knowledge and experiences on consumer rights and obligations. I invited them to write
down their early ideas and inquiries to provide a foundation for their comprehension of the
subject. I used metacognitive techniques like think-aloud throughout the session, verbalizing
my thought processes when assessing scenarios involving consumers or choosing what to
buy. I also urged the students to monitor their learning by establishing goals, tracking their
advancement, and modifying their approaches as necessary. I also encouraged students to
share the learning strategies that helped them understand the subject the best by facilitating
debates regarding the efficiency of various learning methods. By encouraging metacognitive
awareness, I hoped to provide my students with the skills necessary to take charge of their
learning, develop into more self-reliant students, and more adeptly negotiate the complexity
of consumer rights and obligations. In addition to improving their comprehension of the
subject, this method gave them functional learning skills that they could use in many
different areas of their schooling.

Integrative Approach I applied the integrative method by connecting to other topics and practical situations. I
worked with professors from several topic areas in this interdisciplinary approach to develop
a comprehensive understanding of consumer rights and obligations. For instance, when it
comes to mathematics, we looked at how consumers might compute value for money or
evaluate discounts and interest rates. Students in language arts practiced persuasive writing
by creating letters to businesses or governmental organizations to promote consumer rights.
Furthermore, we studied historical case studies of consumer movements to comprehend
how consumer advocacy has changed. The integrative approach promoted a thorough and
practical understanding of the subject. It showed my students how consumer rights and
responsibilities permeate various aspects of their lives and education by integrating
consumer education into multiple subjects and incorporating real-world applications. This
strategy improved their educational experience and promoted critical thinking and
knowledge application outside of the classroom.
Others
Teacher’s Profile

Name of the Resource Teacher: Jodie A. Llamasares

Grade Level: 7 & 9

Subject handled: Araling Panlipunan (Social Studies)

Years in Service: 10 years

Guide Questions:

1. What is the most effective classroom discipline strategy you have applied in your class/es?
The most successful classroom management technique I have used when instructing Kasaysayan
ng Asya and Ekonomiks is encouraging interest in and engagement with the material. Students are
more likely to pay attention and act appropriately when they are really engaged in the material and
can see how it relates to their lives. For instance, I frequently pique their interest with compelling
historical or economic topics from Asia and then invite questions and dialogues. I have discovered
that students are naturally encouraged to participate and maintain good behavior as they actively
explore the fascinating world of Asian history and economics by fostering a dynamic and engaging
learning environment.

2. Do you allow your student participate in making the classroom rules? Can you describe the process?
If not, how did you come up with your classroom rules?

Yes, it is important to let students participate in establishing norms for the classroom. It is an
excellent chance for students to control their learning environment. Usually, the procedure is a dialogue
in which I solicit the students' opinions on the norms they see as essential to a successful and courteous
classroom. These guidelines are prioritized and discussed as a group to ensure they adhere to respect,
accountability, and cooperation. Students feel more accountable for classroom behavior when they have
a voice in the rule-making process. They are also more inclined to abide by the rules since they have a
hand in making them.

3. How do you maintain good behavior in your classroom? How do you motivate your students?

In the classroom, maintaining excellent behavior is intimately related to motivation. They are
combining intrinsic motivation with positive reinforcement. Usually, giving students praise and
constructive criticism when they actively participate, respect their peers, and engage with the material.
We also show them how the historical and economic theories we are studying might apply to their
future employment and personal lives by connecting them to actual situations and promoting critical
thinking and problem-solving, giving learners the tools they need to be in command of their education.
To encourage the students to behave well and strive for success in Kasaysayan ng Asya and Ekonomiks by
fostering their curiosity and emphasizing the significance of these courses.