Instructional

Materials for
Social Studies
WMSU
 Approaches,
Strategies, and
techniques in teaching
Social Studies

WMSU
• Teaching Approach- It is a set of principles, beliefs, or
ideas about the nature of learning which is translated into
the classroom.

• Teaching Method- The systematic way of conducting a

learning activity. It implies an orderly, logical arrangement
of steps. It is more procedural
• Teaching Technique- These are steps that we follow when
we teach. It pertains to the teacher’s style to accomplish
an immediate objective.

• Teaching Strategy- There refer to a precise method of

approaching a problem or task, modes of operation for
achieving a particular end or planned design for
controlling or manipulating
 . Inquiry approach

• Inquiry teaching is a process of asking and answering key

social studies questions. It is a student-centered method
of education focused on asking questions.

• It is an approach to learning that involves a process of

exploring the natural or material world that leads to asking
questions and making discoveries in the search for new
understandings.
 Characteristics
• Students are encouraged to ask question which is
meaningful to them. The teacher’s job in an inquiry
learning environment is not to provide knowledge, but
instead to help the students along the process of
discovering knowledge themselves
 Steps
• Pamamaraan
• A. Panimulang Gawain
• 1. Pagbabalik-aral
• 2. Pagganyak
• 3. Pag-aalis ng Balakid
• B. Paglinang na Gawain
• 1. Paglalahad
• a. PagbuongSuliranin
• b. PagbuongHaka-haka
• 2. Paglilikom ng Datos
• 3. Pagtatalakay
• C. Paglalahat
• 1. Pagwawasto ng haka-haka
• D. Pangwakas nagawain
• 1. Paggamit
• 2. Pagbibigay-halaga
• V. Takdang-Aralin
 PROJECT METHOD
• Project method is one of the modern method of teaching in
which, the students point of view is given importance in
designing the curricula and content of studies.
• This method is based on the philosophy of Pragmatism and
the principle of ‘Learning by doing’. I
• In this strategy pupils perform constructive activities in
natural condition. A project is a list of real life that has been
imparted into the school. It demands work from the pupils.
 CHARACTERISTICS OF PROJECT METHOD

• It takes the student beyond the walls of the

class room.

• It is carried out in a natural setting, thus making

learning realistic and experiential.
• It encourages investigative learning and
solution of practical problems.

• It is focused on the student as it enlists

his/her active involvement in the task set.
• It encourages the spirit of scientific enquiry as it
involves validation of hypotheses based on evidence
gathered from the field through investigation.

• It promotes a better knowledge of the practical aspects

of knowledge gained from books
• It enhances the student’s social skills, as it requires
interaction with the social environment
 TYPES OF PROJECT
• Individual and Social projects:
• Group projects
• Simple and Complex project
 STEPS

• IV. Procedure
• Purposing
• Planning
• Executing
• Judging
• V. Assignment
 Deductive Method

• The teacher tells or shows directly what he/she wants to

teach. This is also referred to as direct instruction.
 Deductive Method (Pasaklaw)

• IV. Pamamaraan
• A. Paghahandang tuntunin
• B. Pagpapaliwanagngtuntunin
• C. PagbibigayngHalimbawa
• D. Paglilitis
• V. Pagbibigay-Halaga
• VI. Takdang-Aralin
•  
 Inductive Method
• The teacher presents students with many examples
showing how the concept is used. The intent is for
students to “notice” by the way of the examples , how the
concept works.
 Steps
• IV. Pamamaraan
• A. Panimulang Gawain
• 1. Balik –aral (optional)
• 2. Pagganyak
• 3. Pag-aalis ng Balakid
• B. Paglilinang Gawain
• 1. Paglalahad
• 2. Pagtatalakay
• C. Paglalahat
• 1. Paggamit
• 2. Pagbibigay-halaga
• V. Takdang-Aralin
 Moral Dilemma Method
• Lawrence Kohlberg (1927-87) was a well know theorist in
the field of moral development. Of his moral dilemmas the
most famous is Heinz’s Dilemma asking questions to
probe a person reasoning and specific course of action.
• Lawrence Kohlberg used scenarios that involved ethical
decisions. By asking what one would do in this situation,
he identified stages of moral development.
• A useful tool for any discussion on an ethical topic or
decision. Requires students to probe and extend thought
and discussion regarding any ethical issue presented in
the classroom.
 Characteristics
• Open-ended approach: There is no single "right answer."
The goal is not to reach agreement but to critically
discuss the reasons used to justify a recommended
action.
• The emphasis is on why some reasons may be more
appropriate than others
• Free exchange of ideas: Students should feel
comfortable in expressing their thoughts. Each student
should have an opportunity to contribute to the discussion
within a nonjudgmental atmosphere
• Student to student interaction: The conversation is primarily
between student and student, not teacher and student. The
teacher uses questions to guide the discussion and to
encourage students at adjacent stages of moral reasoning to
challenge one another. Lecture or recitation should be avoided.
• Development of listening and verbal skills: Each student
should be intimately engaged in the discussion activity, building
and expanding on one another's ideas as well as examining
each response critically.
• Focus on reasoning: Reasons are to emphasize the
prescriptive "should" rather than the "would" arguments.
• Dilemmas produce conflict: Conflict heightens student
involvement and interest and should have a personalized
meaning for the student. Resolution of internal conflict is a
precondition for advancement to higher stage reasoning.
 Steps
• 1. Present the Dilemma
• Story, current event, movie, scientific dilemma, school, family or
• classroom issue
• 2. Ask focusing question
• 3. Generate positions
• 4. Group students by positions
• 5. Present positions’ compelling arguments
• 6. Allow limited clarifying questions or comments
• 7. Allow position change
• 8. Present defensible scenario based on position
• 9. Reflection on values confronted and examined
 Where do dilemmas come from
• Current events
• Literature
• Content areas
• Classroom issues
 The Heinz Dilemma
• A woman has a rare form of cancer. There is a drug that
might save her. The drug costs $4,000 per dose. The sick
woman’s husband, Heinz, went to everyone he knew to
borrow money and tried every legal means, but he could
only get together about $2000. He asked the doctor
scientist who discovered the drug for a discount or to let
him pay later. The doctor refused.
• Should Heinz break into the laboratory to
steal the drug for his wife?
• Why or why not?
 Scenario 2
• Heinz broke into the laboratory and stole the drug. The
next day the newspapers reported the break in and theft.
Brown, a police officer and friend of Heinz remembered
seeing Heinz last evening, behaving suspiciously near the
laboratory. Later that night, he saw Heinz running away
from the laboratory
• Should Brown report what he saw?
• Why or why not?
 Scenario 3
• Brown reported what he saw. Heinz was arrested and
brought to court. If convicted, he faces up to two years’ in
jail. Heinz was found guilty.

• Should the judge sentence Heinz to prison?

• Why or why not?
 4’s Approach
• IV. Procedure
• 1. Activity
• 2. Analysis (Discussion)
• 3. Abstraction (Generalization)
• 4. Application
• V. Evaluation
• VI. Assignment
•  
 LEA ( Learning Experience Approach)

• Language experience is a strategy to develop and

reinforce reading and writing by personal experiences and
natural language. In this approach, the students
themselves initiate experiences through projects and
other resulting interactive activities.
• In their authentic language students dictate their
experiences to the teacher who translates their story into
written English.
• With this documentation as a basic material for reading
and writing instruction, the teacher helps the students see
the connection between what they signed and what was
written. The teacher uses this language experience to
develop new vocabulary, comprehension and basics of
English grammar.
 Language Experience : A Method
• Language experience approach is a method actually uses
students own words to help them read.
• Your student may draw a picture of Dad in a car.
• In that case you would write underneath the drawing; Dad is in
the car.
• You continue to collect drawings your students
• makes and write a short sentence underneath each
• drawing. A picture of a playground would read. We
• went to the playground.
• When you’ve collected enough pictures you make them into
a book for your students to read again and again. Write
underneath the drawing a description your student gives for
drawing. This way your student will remember much better
what is written.
• First you will write every word and sentence. Slowly your
student will begin to trace over the words you have written
and finally the student will write the words and sentences
alone
• Some people use this method as a first approach to
reading in order to help their student understand that what
they’ve drawn and what you have written is a form of
communication between the student and yourself.
• The Language experience approach supports children’s
concept development and vocabulary growth while
offering many opportunities for meaningful reading and
writing activities through the use of personal
experiences and oral language.
 Five-Step Process
• 1. Teacher and student discuss the topic to be the
focused on the dictation. Observations and opinions are
exchanged. Oral Language skills are developed and
reinforced.
• The Students dictates an account or story to the teacher,
who records the statements to construct the basic reading
materials
• 3. The students read the story several times until the story
has become quite familiar. Reading comprehension is
made easier by the fact that the student is reading
material that is self generated.
• 4. Individual story words are learned, the other reading
skills are reinforced through teacher-designed activities
related to the story.
• 5. Students move from reading their own dictation to
reading other-author materials as they develop
confidence and skill with reading process
• Although there is no one “super method” for language
teaching, LEA offers a useful and effective method for
beginning literacy instruction by linking the students’
language and experience in learning
• Language experience encourages students to explore,
think and talk. This talk, during and after the language
experience, provides many opportunities to expand
students’ vocabulary, extend their knowledge of grammar,
and scaffold their interactions.
• Language experience activities also help to provide a
bank of experiences that students have in common.
These can be recalled and referred to in subsequent
learning.
• Language experience activities are often related to
current topics or to students’ own lives. They can be
particularly effective when linked to a specific text.