PROPOSED CURRICULUM DESIGN FOR ARALING PANLIPUNAN 9 USING THE

PEDAGOGY OF LEARNING MODEL

Russel King Cadiang1, Kimberly Caguiat2,

Catherine Fontanilla3
1
Bachelor of Secondary Social Studies Education
COLLEGE OF TEACHER EDUCATION
Center of Development in Teacher Education
rk.cadiang0637@student.tsu.edu.ph
2
Bachelor of Secondary Social Studies Education
COLLEGE OF TEACHER EDUCATION
Center of Development in Teacher Education
k.caguiat169@student.tsu.edu.ph
3
Bachelor of Secondary Social Studies Education
COLLEGE OF TEACHER EDUCATION
Center of Development in Teacher Education
c.fontanilla0976@student.tsu.edu.ph

Abstract

The aim of this study is to determine the opinions of a class teacher on the nature of
social studies lesson, the structure of the social studies curriculum, and the teaching process of
social studies lesson. This study examines the effects on student performance of a curriculum
designed to respond to the needs of high-ability students in school social studies. The
curriculum, implemented with all students in the classrooms, addresses state standards while
integrating advanced content, higher level process emphases, and a conceptual orientation.
The focuses on student performance in conceptual reasoning, critical thinking, and content
learning and on teacher demonstration of specific desired teaching behaviors. Results
demonstrate significant and important differences between treatment and comparison groups in
the area of content learning. Contextual challenges and implications of the study are discussed,
including issues related to social studies curriculum implementation and differentiation in the
current standards-based environment.

Keywords:

Social Studies, The Curriculum

 DEFINITION OF TERMS

Asynchronous Learning It is a form of student-centered instruction

typically used in online learning. Teachers set
up learning path that students participate in at
their own pace.
Commission of Higher Education It is the Philippine Government Agency that
responsible for promoting adequate and
quality higher education, ensuring to quality
higher education and protecting academic
freedom for the continuation of intellectual
development, learning and scientific
advancement.

Constructivism The term constructivism is based on the belief

that people are consciously constructing or
creating their own understanding, and that
your experiences as a learner decide reality.
Curriculum Plan A prepared, purposeful, progressive and
systematic mechanism to establish a positive
implementation of the educational system.
Department of Education The goal is to ensure access to education and
to improve the standard of education
throughout the country.

Educational System In general, the term education system applies

to public schools, not private schooling, and by
high school systems, more generally to
kindergarten.

Instructional Materials It relates to human and non-human capital and

services that can be used to facilitate,
encourage, strengthen and promote teaching
and learning activities.

Internet A biggest world-wide communication network

2|Page
 of computers that people can share
information and communicate anywhere.
New Normal It means a new way of living and
understanding our lives, jobs, and interactions
with others.

Synchronous Learning Synchronous learning refers to all ways of

learning in which students and teachers are
concurrently in the same position in order to
learn. This involves in-person courses, online
live meetings where the whole class or smaller
groups come together.

3|Page
 Part 1
CURRICULUM DESIGN PROCESS FLOW

FLOW CHART DETAILS

Start

The school Principal conducts an assessment 1. The school Principal conducts an

among the Faculty Teachers and students assessment among the Faculty Teachers
about their internet connections.
and students about their internet
connections.
The school Principal and Faculty Teacher
prepare an instruction for New Learning method
from the collected data. 2. The school Principal and Faculty Teacher
prepare an instruction for New Learning
method from the collected data.
The Subject instructor produces instructional
materials used in the subject deliberation.

3. The Subject instructor produces instructional

The Head Teacher along with the Faculty
Teacher develops the proposed instructional materials used in the subject deliberation.
materials.

4. The Head Teacher along with the Faculty

NO
Teacher develops the proposed instructional
YES
APPROVED materials.
S

The instructional materials recommended by the

Head Teacher and Faculty Teacher proposed 5. The instructional materials recommended by
the approval. the Head Teacher and Faculty Teacher
proposed the approval.

The proposed instructional materials was

approved and signed by the school Principal. 6. The proposed instructional materials was
approved and signed by the school
Principal.

END

4|Page
 This table above shows the curriculum design and process flow. First, the school
Principal conducts an assessment among the Faculty Teachers and students about their
internet connections; the school Principal and Faculty Teacher prepare an instruction for New
Learning method from the collected data; the Subject instructor produces instructional materials
used in the subject deliberation; the Head Teacher along with the Faculty Teacher develops the
proposed instructional materials; the instructional materials recommended by the Head Teacher
and Faculty Teacher proposed the approval and the proposed instructional materials was
approved and signed by the school Principal.

5|Page
 Part 2
CONCEPTUAL BACKGROUND

In this Chapter researcher thinks about what and how the Curriculum Plan is and how it
should come from the schools in a particular content area.

Curriculum philosophies and actions were vested in the world view of a specific time slot
in the course of history. Lovat & Smith (1995:11) agree that there is an underlying Social,
political and economic philosophy for each historical period which impacts on education and
curriculum. In addition, the curriculum is central in the educational process and therefore the
mission envisaged for education should be mirrored in curriculum to work with a purpose. Many
dimensions and directions of curriculum discourse have been described over the ages which
differed paradigmatically from one another.

Curriculum plan is a complex process where faculty defines intended learning outcomes,
assessments, content and pedagogic requirements necessary for student success across an
entire curriculum according to (Simon Fraser). In line with this the process of structuring
academic experiences, using expertise knowledge of the teacher. It is the activity which
teachers get involved in before the actual implementation. And also, curriculum plan may be
defined as the full range of learning experiences encountered by the students.

In line with Social studies are concerned with developing reflective, democratic
citizenship within a global context, and includes the disciplines typically classified as belonging
to the social and behavioral sciences as well as history, geography, and content selected from
law, philosophy, and the humanities. It also includes those topics that focus on social problems,
issues, and controversies. The goal of citizenship is supported by the goals of disciplined,
academic study and knowing how to continue to learn. (Hartoonian, H. Michael)

In addition of this facing this field of study is the ever-increasing amount of information. It
is, for this reason, the authors of this guide are encouraging an even greater focus on the big
ideas and major concepts of social studies. The content of social studies must be organized
around the most important ideas and concepts so that students can apply them to the past,
present, and future. this curriculum plan aims to integrate constructivist approach in teaching
social studies education in making used of ARG Model which is the main objective is to Adopt
the New Normal Education that can experiencing now by considering available resources and
materials to attain the goals and target of the curriculum. Unless the curriculum requires a

6|Page
greater depth of knowledge and understanding, students will continue to leave school without a
framework for applying their knowledge and skills to current and new issues and problems.

The goal of social studies curriculum, one of the best approaches in teaching social
studies education is making used of Constructivism by Kumer 2017. This is an approach to
learning that holds that people actively construct or make their own knowledge and that reality is
determined by the experiences of the learner. This theory implies the creativity and
innovativeness of students to conceptualize and create new structure and learning that will
address the willingness of the students on their studies.

Today, we are experiencing pandemic in our country/world educational system

experiences a new normal in terms of educational modes and process. Commission of Higher
Education (CHED) and Department of Education (DepEd) are facing a new challenge of the
schooling or the curriculum that they imply to the different school. But in line with the social
studies each student is understudy to form into learned and capable residents that may apply
their 21st century learning abilities.

7|Page
 Part 3
CONCEPTUAL FRAMEWORK

This is the Pedagogy of the New Normal. Due the case of the Pandemic, a lot have been
changed in the Educational system. We, as learners need to get to use in the new kind of
Educational System. In the figure it represents the flow of the new normal system. The basic
need in the new normal is:

 Offline Modules - In the New Normal Education. Students have limited data connection.
As a teacher we need to give them Modules for their study. Offline Modules are needed
to continuously learn even in this pandemic. Reading Modules help the students to learn
the lesson and give them activities to ensure the students gain knowledge about the
lesson.

8|Page
 Online Classes - Giving them classes are appropriate for this pandemic. Some of the
students learned new things in reading but not all of them. Thus, online classes are
needed for the Visual and Auditory learners With Online Classes and Offline modules,
the New Normal Education starts. With this, Teachers need to get used to it and make
the learning much efficient. To continuously improve the learners, we need to do the
following:

 Synchronous and Asynchronous Activities – These are the activities that occurring
at the same time and not at the same time using communication devices. (The CMC
Recourse Site, 2002). We need Synchronous and Asynchronous activities to engage the
students even at home they can learn about the subject.

 Create Blending Learning Strategy - If you already have a strategy in place keep in
mind that blended learning is a model that needs a lot of flexibility (Accerole, 2018). We
in the new normal society need to be flexible to our situation also in learning. We need to
do a lot of things that encourage the students to learn more.

 School Netiquette Rules - The rules for online learning and classroom learning are
virtually the same: You must study, take notes, attend classes, and participate in
discussions. In the classroom, your words, gestures, posture, and facial expressions
communicate your thoughts and observations to your classmates and teachers. But how
do you express yourself online, where the written word is all they see? (UTEP, 2017)

 Empathy in learning for students – Teachers must know the health protocol of the
government and the student’s safety, health, and well-being (Dela Cruz, 2020). Empathy
in this pandemic is needed for the students. Many students struggle in their education
than before. Teachers need to be considerate in this situation.

 Constructive Feedback - Take the time you need to make constructive feedback to
your students. This should include positive as well as negative comments. Sandwich
your negative feedback between positive comments for maximum effect (Pelletier,
2013).

9|Page
  Innovate and stimulate Discussions and Communication – Communication is
needed. Good Communication requires attention to detail and a reiteration of what the
student has stated or asked. Most online platforms have a discussion. Online facilitators
must understand that this is where the heart of the learning happens. (Pelletier, 2013).

In the end of the model, we ensure to Generate a lot of New Ideas and Effective
Assessment. Assessing the needs of the students to improve the teaching and make it better
next time and generate new Ideas to sustain the Learning for the next generation and make it a
better normal for everyone.

10 | P a g e
 Part 4
STANDARDS AND PRINCIPLES

The following Principles and Standard in Social Studies Curriculum in New Normal
Education:

Technology and Accessibility. Technology is a vital role in the new normal education. The
Education takes full advantage of a variety of technology tools, has a user-friendly interface, and
meets accessibility standards for interoperability and access for learners with special needs.
Also, through technology the teachers can communicate to their students and engage the
learners in Asynchronous and Synchronous Activities.

Flexible Learning Activities. It is a method of learning where students are given freedom in
how, what, when and where they learn. Flexible learning environments address how physical
space is used, how students are grouped during learning and how time is used throughout
teaching. In the new normal, the activities must be flexible. It gives the students better learning
in the time of pandemic. This empowers the learners and gives them greater control of
their learning and become more self-directed.

Learner Engagement Motivation and Empathy. In a situation in new normal. Learner

Engagement is a big role for learning. The Learners must engage in every activity and every
lesson. Empathy in this pandemic is needed for the students. Many students struggle in their
education than before. Teachers need to be considerate in this situation, but students need to
be responsible in their actions. They still need to engage in every activity to learn in the new
normal.

Coherence, Consistency and Transparency. The pedagogy must be internally coherent and
consistent in the way the objectives, content, student activity and assessment match to each
other. It must be open and accessible in its design.

Student Learning Assessment. The pedagogy in online classes in the new normal needed
formative assessments and summative assessments. It must valid and reliable; comprehensible
by teachers, learners and parents; able to deal with a range of achievement levels; and free
from adverse emotional impact on the learner.

11 | P a g e
 Part 5

CURRICULUM MAP

Baitang 9: EKONOMIKS

UNANG MARKAHAN – Mga Pangunahing Konsepto ng Ekonomiks Batayan ng Matalinong

Paggamit ng Pinagkukunang Yaan sa Pagkamit ng Kaunlaran

Nilalaman Pamantayang Pamantayan Pamantayan sa Code Learning

Pangnilalama- sa Pagganap Pagkatuto Materials
(Content) n
(Performance (Learning
(Content Standard) Competencies)
Standard)

Unang Markahan - Ekonomiks

Aralin 1: Ang mga mag- Ang mga mag- 1. Nailalapat ang AP9M  Laptop/
aaral ay aaral ay kahulugan ng KE-la- Desktop
KAHULU- Ekonomiks sa 1  PowerPoint
GAN AT pang-araw-araw Presentatio-
KAHALA- na pamumuhay n
GAHAN NG bilang kasapi ng  Modules
EKONO- Naipamamala- Naisasabuha-y pamilya at  Google
MIKS s ng mga mag- ang pag- lipunan.  Wikipedia
aaral ang pag- unawa sa mga
 Slide share
unawa sa mga pangunahing 2. Natataya ang  YouTube
pangunahing konsepto ng kahalagahan ng AP9M
konsepto ng Ekonomiks Ekonomiks sa KE-la-
Ekonomiks bilang batayan pang-araw-araw 2
bilang batayan ng matalino at na pamumuhay
ng matalino at maunlad na ng bawat
maunlad na pang-araw- pamilya at ng
pang araw- araw na lipunan.
araw na pamumuhay.
pamumuhay. 3. Naipapakita
ang ugnayan ng
kakapusan sa AP9M
pang-araw-araw KE-la-
na pamumuhay. 3
Aralin 2:

KAKAPU-
SAN AP9M
4. Nakakabuo ng
Aralin 3: Konklusyon na KE-lb-
ang kakapusan 5
PANGANGAI ay isang
LANGAN AT

12 | P a g e
KAGUSTUH pangunahing
AN suliraning
Aralin 4: panlipunan.

ALOKASYO 5. Nasusuri ang

N kaibahan ng
AP9M
Aralin 5: kagustuhan
KE-lc-
(wants) sa
7
PAGKONSU panganagilanga
MO n (needs) bilang
batayan sa
pagbuo ng
matalinong
desisyon.

6. Nasusuri ang
AP9M
hirarkiya ng
KE-ld-
pangangailanga
9
n.

7. Nasusuri ang
mga salik na
AP9M
nakakaimpluwen
KE-le-
siya sa
11
pangangailanga
n at kagustuhan.

8.
AP9M
Napapahalagah
KE-lf-
an ang paggawa
13
ng tamang
desisyon upang
matugunan ang
pangangailanga
n.

9.
AP9M
Naipapaliwanag
KE-lg-
ang konsepto ng
15
pagkonsumo.

10. Nasusuri
ang mga salik
na AP9M
nakakapekto KE-lh-
sa 16
pagkonsumo.

13 | P a g e
REFERENCES

Accerole. (2018, August 9). Accerole

https://accelerole.com/5-easy-steps-implement-blended-
learning/?keyword=blended%20learning%20training&creative=238531950148&gclid=Cj
wKCAjwkJj6BRA-
EiwA0ZVPVg9iID3BE4j2Y2TbROn_lejLiFaR6UhI_ABj0sfsQSHqOggOcslhYhoC-
6UQAvD_BwE&fbclid=IwAR0s7I155HfK0-M_a3Ja0QZA
Curriculum Planning in a Context of Change - VCAA Curriculum

https://curriculumplanning.vcaa.vic.edu.au/docs/default-source/resources-
page/curriculum-planning-literature-review.pdf?sfvrsn=6
Dela Cruz, D. (2020). Educ 205.Tarlac City.
Dictionary (2020).

https://www.google.com/amp/s/dictionary.cambridge.org/amp/english/target/Cambridge
Dictionary/ 2020

Finol. (2020) Asynchronous vs. Synchronous Learning: A Quick Overview

https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-
quick-overview
Fraser. (December 17, 2020) Curriculum Planning - Teaching and Learning Centre
https://www.sfu.ca/tlc/resources-and-tools/course-and-curriculum-planning/curriculum-
planning.html
Grade 1-12 Daily Lesson Log
https://drive.google.com/drive/folders/1tT6_QHCdDIRzj4_7C2vBtovT7C_pnk8B
Hartoornian. (1997) A Guide to Curriculum Planning in Social Studies.

https://eric.ed.gov/?id=ED440030

LESSON PLANNING PA-1 (2020-21) CLASS- X SOCIAL STUDIES (ECONOMICS)

file:///C:/Users/acer/Downloads/local_media6238751544843483553.pdf
Pelletier, P. (2013, September 20). What Online teachers need to know Faculty
https://www.facultyfocus.com/articles/online-education/what-online-teachers-need-to-
know/?fbclid=IwAR2ba5cQVAqX-o4YLP1lASWa_G3nguS2Hyc2Vy0g6bDFuQwVcYD-
r6NMx38
The CMC Resourse Site. (2002)

14 | P a g e
 https://www.google.com/search?q=The+CMC+Resourse+Site.(2002)&rlz=1C1CHBD_en
PH925PH925&oq=The+CMC+Resourse+Site.(2002)&aqs=chrome..69i57.1201j0j9&sou
rceid=chrome&ie=UTF-8
The CMC Resource Site.UTEP. (2017, October)
https://www.utep.edu/extendeduniversity/utepconnect/blog/october-2017/UTEP-writing-
center.html
UTEP CONNECT Extended University 10 Rules of netiquette for students.
https://www.utep.edu/extendeduniversity/utepconnect/blog/october-2017/10-rules-of-
netiquette-for-students.html?fbclid=IwAR0Y_Kt-
TfDlaKLne7oTmTx1pl5Rxbd8kVestToFQpm93uyKLfnTu5K0f-s

15 | P a g e