Guiding Principles in Teaching

Araling Panlipunan

RUDOLF T. VECALDO, EdD

Professor III
Cagayan State University- Andrews Campus
 SESSION OBJECTIVES
At the end of the session, the students can:

a. delineate the guiding principles of teaching social

studies;

b. present classroom situations or teaching-learning

strategies that reflect the guiding principles of teaching
social studies; and

c. recognize the importance of guiding principles in

teaching social studies.
 SESSION OUTLINE
 Meaningful Learning

 Active Learning

 Value-based Learning

 Integrative Learning

 Challenging Learning
 Meaningful Learning
• relevant and connected to students' lives, including prior
experiences

• taught with depth, not just memorizing isolated events,

names, and dates for the test

• connecting lessons to the real-life of students using

high-order-thinking skills for mastery of content
 Sample Classroom Strategies for
Meaningful Learning
• Inquiry-based activities
 encourage students to ask questions, investigate,
and draw conclusions

• Project-based initiatives
 design projects allowing students to explore social
studies topics in depth and apply what they have
learned to real-world situations

• Field Trips
 provide students with hands-on learning experiences
that help them connect social studies concepts to the
real world
 Active Learning
• requires students to process and think about what they
are learning

• fosters "hands-on-minds-on-hearts-on“ approach in

which students work either individually or collaboratively,
using rich and varied sources, to reach understanding,
make decisions, discuss issues, and solve problems

• promotes dynamic interaction by asking and answering

 Sample Classroom Strategies for
Active Learning
• Think/Pair/Share
 Students think about a question or prompt, pair up
with a partner to discuss their ideas, and then share
their thoughts with the larger group

• Muddiest Point
 At the end of a class, students write down the
concept or idea that was the most confusing or
unclear to them
 Sample Classroom Strategies for
Active Learning
• Reciprocal Questioning
 Students work in pairs to ask and answer questions
about a text or topic

• One-Sentence Summary
 Students write a one-sentence summary of a reading
or lecture, then share their summaries with the larger
group
 Value-based Learning
• promotes not only about academic achievement but
also personal development and societal contributions

• instills moral, ethical, and social values in students

alongside academic knowledge and skills

• requires students to listen to competing arguments,

assess the merits of competing arguments, and make
informed and value-based decisions
 Sample Classroom Strategies for
Value-based Learning
• Reflective Activities
 provide opportunities for students to engage in
journaling, meditation, or mindfulness exercises, to
help them connect with their inner values

• Role-Playing
 present learners with scenarios or dilemmas and
have them act out various responses to understand
the consequences of their choices
 Sample Classroom Strategies for
Value-based Learning
• Values Clarification Exercises
 help students identify their core values and
understand how these values can influence their
decision-making

• Debate and Discussion

 organize debates and class discussions on ethical
topics, encouraging students to articulate their
values, listen to different viewpoints, and engage in
respectful dialogue
 Integrative Learning
• combines concepts, principles, and content from
multiple subject areas or disciplines into a cohesive and
interconnected theme or topic

• demonstrates the connections between different areas

of knowledge by fostering critical thinking and problem-
solving skills

• focuses on interdisciplinary and multidisciplinary

approaches
 Sample Classroom Strategies for
Integrative Learning
• Thematic Instruction
 requires selecting a unit topic and giving everyone in
the group the opportunity to contribute to the
integration process

• Picture This
 involves using art to help students understand social
studies concepts
 Sample Classroom Strategies for
Integrative Learning
• Concept Mapping
 Have students create concept maps or graphic
organizers to visually represent the connections
between various social studies concepts, themes,
and ideas

• Interdisciplinary Projects
 require students to draw upon knowledge from
multiple subjects. For example, a project might
involve analyzing historical events from both a social
studies and a science perspective
 Challenging Learning
• emphasizes the importance of providing students with
tasks, assignments, and learning experiences that are
intellectually demanding, engaging, and designed to
push them beyond their comfort zones

• contrasted with "rote learning" or "drill-and-practice"

approaches
 Sample Classroom Strategies for
Challenging Learning
• Storytelling
 engages students by narrating captivating stories
that make history come alive

• Creative Projects
 encourage creative expression by assigning projects
like creating posters, dioramas, or illustrated
timelines that involve research and critical thinking
 Sample Classroom Strategies for
Challenging Learning
• Class Discussions
 Encourage critical thinking by asking open-ended
questions by which students can express their
opinions and share what they have learned

• Current Events
 Even at the primary grade level, students can
discuss simplified current events and learn how they
relate to social studies topics
 Importance of the MAVIC Guiding
Principles

• Curricular Coherence and Consistency

 provides a framework for organizing the social
studies curriculum, ensuring that it is coherent and
consistent

 helps educators align their teaching with common

objectives and standards, promoting a shared vision
of what students should learn at different grade
levels
 Importance of the MAVIC Guiding
Principles

• Contextual Relevance
 helps educators make social studies content more
relevant to students' lives and the communities they
are a part of

 promotes a deeper understanding of how social

studies topics relate to contemporary issues and
personal experiences
 Importance of the MAVIC Guiding
Principles

• Fostering Critical Thinking and Citizenship

 encourages students to think critically about
historical and contemporary issues, evaluate
sources, and engage in discussions about societal
challenges

 supports the cultivation of informed, active, and

responsible citizens who can contribute positively to
their communities and the broader world
 REFERENCES
• Basilia, M. (2019). Integrated Approach to the Teaching of Social Studies at Basic
Education Level. International Academy Journal of Educational Technology and
Research, 7(2), 22-27.

• Concordia University (2017). Useful Strategies to Achieve a Meaningful Learning

Experience.https://www.concordia.ca/cunews/offices/vprgs/gradproskills/blogs/2017/
09/07/useful-strategies-to-achieve-a-meaningful-learning-
experience.html?fbclid=IwAR05pFOjBF6Wz5w102gFfXwkj8B8X3f7dpoSDRjB_pwn9
YipUG79ekaqR8I

• National Council for Social Studies (2017). Powerful, Purposeful Pedagogy in

Elementary School Social Studies. https://www.socialstudies.org/position-
statements/powerful-purposeful-pedagogy-elementary-school-social-
studies?fbclid=IwAR3_t7xE71Lsk82SOM1kFkWrVb194EK3oMOmFMX8ipy6bZWzL
uQrH-eYeRA

• Purdue University (n.d.). Active Learning Strategies.

https://www.purdue.edu/activelearning/Need%20Help/alstrategies.php?fbclid=IwAR2
NMMBK7i7fzMp7qLhgaqlvVXr8fegTqiEQVT_tXzdDwffALbkvXDCl5Po