SAL Foundation College

Making, Parang, Maguindanao

Salfcparangmaguindanao@gmail.com

TAWAKKALTU ALA-ALLAH

SSE 202
Production of Social Studies Instructional Material
OBE COURSE SYLLABUS
Vision
With the aid of SUBHANALLAH, SAL FOUNDATION COLLEGE shall engage as a higher premier educational institution not only in the
Bangsamoro Autonomous Region of Muslim Mindanao, but the entire country. It shall provide a venue for the pursuit of excellence in academics,
Technology and Research through Community Partnership. SALFC shall take the role of a catalyst for human development. It shall inculcate
Islamic values as a way of strengthening the moral fiber of the Muslim Filipinos.
Mission
SAL Foundation College is dedicated to the development to the Muslim Filipinos as a leader. SALFC shall commit its academic resources and
manpower to achieve its goals trough: Provision of more equitable access to higher education opportunities to deserving and qualified Muslim
Filipinos: and optimization through efficiency and effectiveness of social institutional and individual returns and benefits derived from the
utilization of higher education resources.
College Goals
Provides quality education relevant and responsive to the changing needs of the industry and the society; Produce highly employable graduates
who are committed to serve the society;
Develop students who are research and science oriented equipped with skills and competencies that will enable them to cope adequately with
the challenges of the modern society;
Optimize student’s development by providing modern and upgraded physical facilities, equipment and other learning facilities;
Strengthen linkages with industry and other research and development institutions in order to strengthen and upgrade the knowledge and skills
of faculty and students; undertake outreach and extension programs while utilizing the expertise and competencies of existing human resources
for the improvement of the community;
Inculcate among administrators, faculty, members, staff, and students the highest degree of commitment and professionalism in any undertaking;
and
Preserve, enrich and develop the national cultural heritage which will make every Filipino proud of his identity.
Class Information Instructor's Information
Section Instructor's SITTIENOR C. DIMAREN, LPT
Name
Schedule Office SAL FOUNDATION COLLEGE-MAIN CAMPUS
Designation
Time Office Hours 10 HOURS
Venue MAKING, PARANG, MAGUINDANAO Office
Telephone
Term E-mail Address dimarensittienor@gmail.com

Course Information

Course Name Production of Social Studies Instructional Material

Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Description The course guides the students to demonstrate an understanding of varied opportunities to engage in reviewing,
planning, constructing and utilizing instructional materials in the social studies K to 1 2 curriculum in consideration with the
models for facilitation of learning. It also explores new and updated IMs which are viable and of necessity to the discipline.
Course week/hour 3 hours
Prerequisite None
Course outline Course Learning Outcomes
At the end of the course, the pre-service teachers should be able to:

A. demonstrate an understanding of the concepts of teaching, learning, instructional materials, and models of
facilitation of learning;
B. demonstrate an understanding of varied opportunities to engage in reviewing, planning, constructing and utilizing
instructional materials for the different lessons Araling Panlipunan Grades 7 to 10 in consideration with the
appropriate models for facilitation of learning; and
C. apply teaching strategies that develop critical and creative thinking and higher-order thinking skills;
D. show skills in the selection, development and use of variety of traditional and innovative instructional materials in
teaching Social Studies.
 COURSE OUTLINE AND Course Content/ Subject Matter
TIMEFRAME
Week 1-2 A. Introductory Concepts
Week 3-4 B. What is Instructional Material?
5-10 C. Overview of the Models for Facilitation of Learning
11-16 D. Planning, Development, Production and Evaluation of Instructional Designs in Social Studies
17-18 E. Practical Application of
Production of Instructional
Design

Aligned of course outcomes with Summative Assessment Task

Course objectives Summative Assessment Task Details
Program Outcomes (from CMO No. 75, s.  Performance Drawing on contemporary research literature, recently
2017, p. 5):  Prelim Examination developed curriculum guides, and blue-ribbon reports, this
 Midterm Examination Digest reviews ten contemporary trends in K-12 social studies in
6.3.5.a. Utilize appropriate various  Semi-Final Examination the United States.
sociocultural and historical materials in  Final Examination
explaining current issues.

6.3.5.e. Employ principles of sustainable

development in teaching and learning.
6.3.5.g. Display the qualities of an
innovative teacher who has mastery of the
subject matter.

LEARNING PLAN
Desired Learning Course Textbook/Reference Teaching and Learning Assessment of Resource Time
Outcomes (DLO Content/Objective matter Activities (TLAs) Task (ATs) Materials Table
At the end of these A. Introductory Acero, V. O. E. • Lecture- • Written  Modules 1-2 weeks
Concepts discussion using objective  Hand out
weeks, the pre-
PowerPoint test on the  Cellphon
service teacher (2000). Principles and introductory
1. What is teaching? Presentation on e
(PST) should be ▪ Functions of concepts of
teaching and teaching
able to: Teaching strategies ofteaching. learning, its
▪ Acts of functions and acts,
a. determine the Teaching • Graded oral
nature of ▪ Teaching and Manila Rex Printing the teaching
strategies, recitation on the
teaching in terms Instruction introductory
of its definition, ▪ Instructional instructional
system, methods, concepts
functions and Processes
 ▪ Teaching Co. Inc. techniques and
acts; Strategies
media.
b. compare ▪ Instructional
and System Aquino, G. V. (2003).
differentiat ▪ Instructional Effectiveteaching. • Video clip on
e teaching Methods Manila, national Book teaching and
and ▪ Instructional Store instruction; discuss
instruction; Technique the scenes that
c. identify the ▪ Instructional Media manifest teaching or
different instruction
instructional
processes, and • Creating a chart of
strategies in similarities and
teaching; differences of
d. discuss and teaching strategies,
compare the instructional
instructional system, methods
methods, and technique
techniques
and systems; • Small group
and discussion of their idea of
e. expound the instructional media
concept of instructional
media.

LEARNING PLAN
Desired Learning Course Content/Objective Textbook/Reference Teaching and Learning Assessment of Resource Time
Outcomes (DLO matter Activities (TLAs) Task (ATs) Materials Table
At the end of these B. What is Acero, V. O. E. • Facilitated discussion • Written  Modules 3-4
weeks, the pre- Instructional (volunteer will search objective  Hand weeks
service teacher Material? (2000). Principles and referencesfromthe test/essay on the out
(PST) should be ▪ Roles of libraryor “ google” roles, benefits,  Cellpho
able to: Instructional aboutthe roles, categories of ne
Materials strategies ofteaching. benefits, categories of instructional
a. describe ▪ Basic instructional materials, materials, the
instructional Principles in Manila Rex Printing the basic principles, basic principles,
materials, its Materials factors affectingthe factors affecting
roles, basic Development preparation, the preparation,
Co. Inc.
principles and ▪ Uses and andframework of and framework of
benefits; Importance of materials and materials and
b. recognize Instructional Aquino, G. V. (2003). methods; theywill methods.
the different Materials Effectiveteaching. presentthe results;
 categories ▪ Benefits of Manila, national Book discussions will be
of Instructional Store openamongstudents
instructional Materials while instructor gives
materials; ▪ Categories comments and
c. discuss the of supplements)
factors Instructional
affecting Materials
materials ▪ Factors
preparation; Affecting
and Materials
d. explain the Preparation
framework of materials ▪ Frameworks of
and methods. Materials and Methods

LEARNING PLAN
Desired Learning Course Content/Objective Textbook/ Teaching and Learning Assessment of Resource Time
Outcomes (DLO matter Reference Activities (TLAs) Task (ATs) Materials Table
At the end of C. Overview of the Acero, V. O. E. • Lecture-discussion • Group  Modules 5-6 weeks
these weeks, the Models for using output is a  Hand
Facilitation of PowerPoint compilatio out
pre- service Learning (2000). Principles
teacher (PST) Presentation on the n of varied  Cellpho
should be able to: components of possible ne
1. Components of an and strategies
Educational Philippine learning
a. critique the System educational system activities
components of (Instructional System) ofteaching. Manila in the K to 12 for an
an 2. Meaning of curriculum, and the assigned
educational Educational Model Rex Printing Co. Inc. meaning of topic on
system in the K educational model. Araling
to 12 • Group Brainstorming Panlipunan.
3. Model for Aquino, G. V. (2003).
curriculum; on formulating
Facilitating Pupil Effectiveteaching.
b. formulate Learning learning objectives of
the ▪ Establishing Manila, national lessons in Araling
appropriate Learning Book Store Panlipunan Grade 7 to
learning Objectives 10, using Bloom’s
objectives in ~ Bloom’s Taxonomy Revised Taxonomy of
teaching
of Learning
Social
Studies; Objectives
▪ Designing-selecting-
c. determine the
different implementing
learning Learning Activities
objectives in
 the revised
Bloom’s
Taxonomy of
Learning; and
d. design and utilize
learning activities in
teaching Social
Studies.

LEARNING PLAN
Desired Learning Course Content/Objective Textbook/ Teaching and Learning Assessment of Resource Materials Time
Outcomes (DLO matter Reference Activities (TLAs) Task (ATs) Table
At the end of 4. Models Associated Acero, V. O. E. • Lecture-discussion • Written  Modules 7-8 weeks
these weeks, the with using PowerPoint objective  Hand
pre- service Subject Matter/Discipline (2000). Principles test/essay out
Presentation on the
teacher (PST) ▪ Lecture on the  Cellpho
▪ Discussion- models associated with models ne
should be able to: and strategies
Questioning subject associated
a. critique ▪ Viewing – Listening matter/discipline, with with
instructional ▪ Inquiry Method ofteaching. Manila subject
specific competencies,
models 5. Models Associated matter/dis
associated with with and with human
Rex Printing Co. Inc. cipline,
varied Specific Competencies traits/processes
specific
disciplines and ▪ Instructional
System Aquino, G. V. (2003). competen
subject
matters; Designs cies, and
Effectiveteaching. • Videos about junior
▪ Programmed high human
b. assess the Manila, national
Instruction traits/processes
different Book Store school/college
models ▪ Practice and Drill
(Instructional 6. Models Associated with classes in a lecture
Systems Human Traits/Processes session, or
Design, ▪ Role discussion-
Programmed Playing/
Dramatization questioning, inquiry,
Instruction,
Practice and ▪ Simulation programmed
Drill) instruction, practice
associated with and drill, or role
specific playing/dramatization
competencies;
and and
c. determine the simulation.
pros and cons of • Class will critique on
 role-playing, the instructional
dramatization and models, and will
simulation in teaching
determine the advantages
Social Studies.
and disadvantages of these

LEARNING PLAN
Desired Learning Course Textbook/ Teaching and Learning Assessment of Resource Time
Outcomes (DLO Content/Objective Reference Activities (TLAs) Task (ATs) Materials Table
matter
At the end of these 7. Models Acero, V. O. E. • Lecture-discussion • Graded oral  Modules 9-10
Associated with using PowerPoint recitation  Hand out weeks
weeks, the pre- expounding
Social (2000). Principles Presentation on the  Cellphone
service teacher and stating the
Functions/Activities models associated with
(PST) should be ▪ Community advantages and
social functions/activities,
able to: Activities and strategies disadvantages of
and with interests and
▪ Group models
Investigation needs
a. expound why and associated with
▪ ofteaching. Manila
when to use social
Community Jurisprudential functions/activities,
Activities, Group 8. Models Rex Printing Co. Inc. and with
Investigation and Associated with interests and
Jurisprudential in Interests and needs
Needs/Activities Aquino, G. V.
teaching Social
Studies; and ▪ (2003).
Independe Effectiveteaching.
b. state the nt Manila, national
advantages Learning Book Store
and and Self
disadvantage Instruction
s of
Independent ▪ Synectics
Learning,
Self-
Instruction
and
Synectics
Models in
teaching
Social
Studies.

LEARNING PLAN
 Desired Learning Course Textbook/Reference Teaching and Learning Assessment of Resource Time Table
Outcomes (DLO Content/Objective matter Activities (TLAs) Task (ATs) Materials
At the end of Production and Acero, V. O. E. • Lecture- • Written  Modules 11-12
these weeks, the Evaluation of discussion using objective  Hand out weeks
Instructional PowerPoint test/essay  Cellphon
pre- service (2000). Principles and
Designs in Social Presentation on
teacher (PST) on the e
Studies developing
should be able to: strategies ofteaching. instructiona
instructional l designs in
1. Developing
a. create an Instructional designs in Social
social
instructional Designs in Manila Rex Printing Studies
studies
design in Social Studies
teaching ▪ Robert • Distribution of
Social Gagne’s
Co. Inc. Araling Panlipunan
Studies; and Nine Steps Grades 7 to 10 lessons to • Group output
b. integrate Robert of Learning groups; group members will be the
Aquino, G. V. (2003).
Gagne’s Nine ▪ John Keller’s will propose proposed
Effectiveteaching.
Steps of Learning, ARCS Model instructional designs that instructional
▪ Reigelutth’s Manila, national Book design for the
John Keller’s Elaboration Store integrate Robert Gagne’s
ARCS Model, Nine Steps of Learning, lesson
Theory
Reigelutth’s ▪ Constructivism John Keller’s ARCS
Elaboration Theory, as a Tool in Model, Reigelutth’s
Constructivism as a Social Studies Elaboration Theory,
tools in Social ▪ Project-based Learning Constructivism or Project-
Studies and in Social Studies based Learning
Project-based appropriate to the lesson
Learning in Social assigned to the group
Studies in developing
instructional designs.

LEARNING PLAN
Desired Learning Course Textbook/ Teaching and Learning Assessment of Resource Time Table
Outcomes (DLO Content/Objective matter Reference Activities (TLAs) Task (ATs) Materials
At the end of 2. Selecting and Acero, V. O. E. • Lecture-discussion • Written  Modules 13-14
these weeks, the Choosing using PowerPoint objective test/essay  Hand out weeks
pre- service Relevant (2000). Principles Presentation on on selecting and  Cellphon
teacher (PST) Instructional selecting and choosing choosing relevant e
Materials the appropriate instructional
should be able and strategies
▪ Traditional traditional and materials
to:
Instructional innovative instructional
 Materials ofteaching. Manila materials
a. choose and (books,
create the boards,
appropriate Rex Printing Co. Inc.
pictorial media
instructional and 3D
materials that Materials) Aquino, G. V. (2003).
develop critical ▪ Effectiveteaching.
and creative Innovati Manila, national
thinking and ve Book Store
higher- order Material
thinking skills s/Media
based on the (pantomime, tableau, role
lesson playing, puppetry &
assigned from diorama)
Grades
7 to 10 Araling
Panlipunan.

LEARNING PLAN
Desired Learning Course Textbook/Reference Teaching and Learning Assessment of Resource Time Table
Outcomes (DLO Content/Objective matter Activities (TLAs) Task (ATs) Materials
At the end of 3. Designing Acero, V. O. E. • Lecture- •  Modules 15-16
these weeks, the and Planning discussion using Checking  Hand out weeks
Teaching- PowerPoint  Cellphone
pre- service learning (2000). Principles and of lesson
teacher (PST) Presentation on plan
Process
should be able the parts of a using
▪ Parts of a strategies ofteaching. lesson plan
to: Lesson Plan rubrics
approved and
▪ Seven Steps Output will be an
a. identify Manila Rex Printing used in DepEd
in Planning approved lesson
the parts of junior high
a lesson an Instruction plan incorporating
Co. Inc. school.
plan; ▪ Comparison of the proposed
Lesson instructional
b. expound the • Sample lesson
steps in Plans in Aquino, G. V. (2003). plans in traditional designs and
planning an Traditional Effectiveteaching. and backward materials.
instruction; Curriculum and Manila, national Book curriculums, which
c. compare Backward Store will be compared
lesson Curriculum by the groups
plans in ▪ Constructing a
the Lesson Plan • Construction of
traditional lesson plan based on the
 and assigned lesson in
backward Araling Panlipunan
curriculum;
and
d. construct a
lesson plan based on
Grades 7 to 10
lessons in Araling
Panlipunan.

LEARNING PLAN
Desired Learning Course Textbook/Reference Teaching and Learning Assessment of Resource Time
Outcomes (DLO Content/Objective matter Activities (TLAs) Task (ATs) Materials Table
At the end of E. Practical Acero, V. O. E. (2000). Demonstration teaching Evaluation of  Modules 17-18
Application of by group, based on the demonstration  Hand out weeks
these weeks, the
Production of Principles and approved lesson plan teaching using  Cellphone
pre- service Instructional rubrics, with focus
teacher (PST) Design on the display of
should be able to: strategies ofteaching. traditional and
a. conduct group innovative
demonstration Manila Rex Printing instructional
teaching based on materials
the lesson plan Co. Inc.
with focus on the
display of traditional Aquino, G. V. (2003).
and innovative
Effectiveteaching.
instructional materials
Manila, national Book
that develop
critical and creative Store
thinking and
higher-order
thinking skills.
Suggested Reading and Acero, V. O. E. (2000). Principles and strategies ofteaching. Manila Rex Printing Co. Inc.
References
Aquino, G. V. (2003). Effectiveteaching. Manila, national Book Store

Aquino, G. V. (2000). Teaching models, strategies and skills: A guideto efficient-effectiveteaching. Manila Rex Printing Co.
Febryanto, M. (2009). The role and design of instruction materials.https://febryjournals.wordpress.com/2009/05/14/the-role-and-
design-of-instruction-materials/ Clark, D. R. (2000). Instructional systems design.http://www.nwlink.com/-
donclark/hrd/learning/development.htm
David, E. S. & Vera, E. N. (2017). Social studies teaching resources in the 21st Century. International Journal of Sociology and
Anthropology Research. Vol. 3, No. 4, pp 8-14

Mugimu, C. B. & Sekiziyivu, S. (2016). Authentic instructional materials and the communicative language teaching approach of
German as foreign language in Uganda. International Journal of Learning, Teaching and Educational Research.
Ornstein, A. C. (1992). Strategiesfor effectiveteaching. New York: Harper-Collins Publishers, Inc.

Sango, A., Sa’Adu Ibrahim, D. (2017). Strategies for development of educational media from local resource for universal basic
education teachers. Journal of Resourcefulness and Distinction. Vol. 14, No. 1
Simo, P. (2005). Listing of social science materials. The CLN Web Site. Retrieved, May 24,

2006.http://www.cln.org/subjects/socialsinst.html

Tomei, L. A. (2003). Challenges of teaching with technology across the curriculum: Issues and Solutions. Idea Group, Inc.
Course requirements For educators to properly engage their students, they must remain abreast of these latest changes and key factors that affect learning in the
classroom. Their understanding of these trends can help them create more effective learning environments.
Grading System PRELIM CS (50%)+PE (50%) PG

MIDTERM
IMG (75%)
+ PG (25%)
MG
SEMI-FINAL
ISFG (70%)
+ MG (30%)
SFG
FINAL
IFG (60%)
+ FG (40%)
FA
Classroom Policies

PREPARED BY:
MS. SITTIENOR C. DIMAREN, LPT