PRODUCTION OF SOCIAL STUDIES

PREPARED BY: ICIAH JESALVA

BSE MAJOR IN SOCIAL STUDIES
 TEACHING & LEARNING
Teaching – Teaching is the process of attending to
people’s needs, experiences and feelings, and
intervening so that they learn particular things, and go
beyond the given.
Learning – is a process that:
 is active - process of engaging and manipulating
objects, experiences, and conversations in order
to build mental models of the world (Dewey, 1938;
Piaget, 1964; Vygotsky, 1986). 
 builds on prior knowledge - and involves
enriching, building on, and changing existing
understanding, where “one’s knowledge base is a
scaffold that supports the construction of all
future learning” (Alexander, 1996, p. 89).
 requires learners’ motivation and cognitive
engagement to be sustained when learning
complex ideas, because considerable mental
effort and persistence are necessary.
 occurs in a complex social environment -
and thus should not be limited to being
examined or perceived as something that
happens on an individual level. Instead, it is
necessary to think of learning as a social
activity involving people, the things they use,
the words they speak, the cultural context
they’re in, and the actions they take
(Bransford, et al., 2006; Rogoff, 1998), and
that knowledge is built by members in the
activity (Scardamalia & Bereiter, 2006).
 is situated in an authentic context -
provides learners with the opportunity to
engage with specific ideas and concepts on a
need-to-know or want-to-know basis (Greeno,
2006; Kolodner, 2006).
 FUNCTIONS AND ROLES OF TEACHERS
 Broadly speaking, the function of
teachers is to help students learn by
imparting knowledge to them and by
setting up a situation in which students
can and will learn effectively. But
teachers fill a complex set of roles,
which vary from one society to another
and from one educational level to
another. Some of these roles are
performed in the school, some in the 
community.
12 ROLES OF A TEACHER
1. Teacher As Educator
 Teachers are educators, leaders, role models and
identifications for the students in their students
and their environment. Therefore, indeed being
a teacher must have specific standards and
qualities that must be met.
2. Teacher As Teacher
 Train learning activities will be provoked by
various factors in it, ranging from maturity,
motivation, relationships between students and
teachers, the level of freedom, verbal skills,
teaching skills in communication, and security. 
 FUNCTIONS AND ROLES OF TEACHERS
3. Teachers as Learning Resources
 The role of the teacher as a learning resource will be
very related to the skills of the teacher to master the
existing training material.
4. Teacher as Facilitator
 The role of a teacher as a facilitator is in submitting
services so students can quickly receive and know
the subject matter.   In the process of teaching and learning work,
5. Teachers as Counselors
 The teacher can be mentioned as a travel guide,
which is based on his knowledge and experience and
has a sense of responsibility in the smooth running of
the journey
6. Teacher as Demonstrator
 The teacher has a role as a demonstrator is to
have a role which can indicate attitudes that can
inspire students to do the same things can be
even better.
7. The teacher as manager
the teacher has a role in holding control of the
climate contained in the state of the learning
process. It can be likened if the teacher becomes
the captain who holds the steering wheel and
takes the boat on a comfortable and safe
journey.
 FUNCTIONS AND ROLES OF TEACHERS

10. Teachers As Motivators

8. Teacher As Advisor
 The process of learning work will be successful
 The teacher has the role of being an advisor to
if the students inside are highly motivated. The
his students as well as to the parents, even
teacher has a crucial role in growing motivation
though the teacher does not have specialized
and motivation in students in learning.
training to be an advisor.
11. Teacher As Coach
9. Teacher as an Innovator
 The process of education and learning certainly
 The teacher translates empirically in the future
requires skills lessons, whether it’s intellectual
into a more meaningful life for his students.
or motoric. In this matter, the teacher will act as
Because the age of the teacher and student is
a trainer to develop these skills. This is more
probably too far away, then surely the teacher
emphasized in the 2004 curriculum which has a
has more experience than the students. 
competency basis.
FUNCTIONS AND ROLES OF TEACHERS

12. Teachers as elevators

 After the learning process takes place, surely a
teacher must assess the results that have been
carried out during the learning work.
 TEACHING STRATEGIES
The classroom is a dynamic environment, bringing together
students from different backgrounds with various abilities
and personalities. 
1. Visualization
 Bring dull academic concepts to life with visual and
practical learning experiences, helping your students to
understand how their schooling applies in the real-world.
2. Cooperative learning
 Encourage students of mixed abilities to work together
by promoting small group or whole class activities.
3. Inquiry-based instruction
 Pose thought-provoking questions which inspire your
students to think for themselves and become more
independent learner
4. Differentiation
 Differentiate your teaching by allocating tasks based
on students’ abilities, to ensure no one gets left
behind.
 5. Technology in the classroom
 Incorporating technology into your teaching is a
great way to actively engage your students,
especially as digital media surrounds young people in
the 21st century.
 INSTRUCTIONAL SYSTEM DESIGN

 Instructional systems design (ISD) is one example of a

systematic program planning process. It is defined as the
systematic design, development, implementation, and
evaluation of instructional materials, lessons, courses, or
curricula to improve student learning and teaching
efficiency
A – Analysis
D – Design
D – Development
I – Implementation
E - Evaluation
 TEACHING METHODS

 The term teaching method refers to the general principles, pedagogy and

management strategies used for classroom instruction.
Teacher-Centered Approach to
Learning
 Teachers are the main authority
figure in a teacher-centered
instruction model.
 Teaching and assessment are
viewed as two separate entities;
student learning is measured
through objectively scored tests
and assessments
Student-Centered Approach to
Learning
 In the student-centered classroom,
teaching and assessment are
connected because student
learning is continuously measured
during teacher instruction.
 Teachers and students play an
equally active role in the learning
process.
TEACHING METHODS

High Tech Approach to Learning

 Advancements in technology have propelled the
education sector in the last few decades. As the
name suggests, the high tech approach to learning
utilizes different technology to aid students in their
classroom learning.
Low Tech Approach to Learning
 While technology undoubtedly has changed
education, many educators opt to use a more
traditional, low tech approach to learning. Some
learning styles require a physical presence and
interaction between the educator and the student. 
 TEACHER-CENTERED METHODS OF INSTRUCTION

Direct Instruction (Low Tech)

 Direct instruction is the general term that refers to the traditional teaching strategy that relies on
explicit teaching through lectures and teacher-led demonstrations.
 In this method of instruction, the teacher might play one or all of the following roles:
 TEACHER-CENTERED METHODS OF INSTRUCTION

Flipped Classrooms (High Tech)

 Broadly, the flipped classroom label describes the teaching structure that has students watching pre-
recorded lessons at home and completing in-class assignments, as opposed to hearing lectures in class
and doing homework at home. Teachers who implement the flipped classroom model often film their
own instructional videos, but many also use pre-made videos from online sources.
 Flipped classroom models are still mostly based on a teacher’s idea of how learning should happen and
what information students need, making it chiefly teacher-centered. From a technology perspective, the
system hinges on pre-recorded lessons and online activities, meaning both students and teachers need a
good internet connection and devices that can access it.
 TEACHER-CENTERED METHODS OF INSTRUCTION

Kinesthetic Learning (Low Tech)

 Sometimes known as tactile learning"or "hands-on learning", kinesthetic learning is based on the idea
of multiple intellegence, requiring students to do, make, or create. In a kinesthetic learning
environment, students perform physical activities rather than listen to lectures or watch
demonstrations. Hands-on experiences, drawing, role-play, building, and the use of drama and sports
are all examples of kinesthetic classroom activities.
 One upside is that kinesthetic learning is rarely based on technology, as the method values movement
and creativity over technological skills. That means it’s cheap and fairly low-barrier to adopt, as well
as a welcome break from students’ existing screen time.
 STUDENT-CENTERED METHODS OF INSTRUCTION

Differentiated Instruction (Low Tech)

 Differentiated instruction is the teaching practice of tailoring instruction to meet individual student
needs. It initially grew popular with the 1975 Individuals with Disabilities Education Act External link 
 (IDEA), which ensured all children had equal access to public education. The 
Individualized Education Programs IEPs) that started under IDEA helped classroom teachers
differentiate for students with special needs. Today, differentiated instruction is used to meet the needs
of all types of learners.
 Teachers can differentiate in a number of ways: how students access content, the types of activities
students do to master a concept, what the end product of learning looks like, and how the classroom is
set up. 
 STUDENT-CENTERED METHODS OF INSTRUCTION
Inquiry-based Learning (High Tech)
 Based on student investigation and hands-on projects, inquiry-based learning is a teaching method that
casts a teacher as a supportive figure who provides guidance and support for students throughout their
learning process, rather than a sole authority figure.
 In this method of instruction, the teacher might play one or all of the following roles:
 STUDENT-CENTERED METHODS OF INSTRUCTION

Expeditionary Learning (High Tech)

 Expeditionary learning is based on the ideas of the educator who founded Outward Bound , and is a form
of project-based learning in which students go on expeditions and engage in in-depth study of topics that
impact their schools and communities.
 The learning in this model includes multiple content areas so that students can see how problem-solving
can happen in the real world--ideally, their own worlds.
 STUDENT-CENTERED METHODS OF INSTRUCTION

Personalized Learning (High Tech)

 Personalized learning is such a new educational model that its definition is still evolving. At the heart of
the model, teachers have students follow personalized learning plans that are specific to their interests
and skills. Student self-direction and choice in the curriculum are hallmarks of personalized learning.
 Assessment is also tailored to the individual: schools and classrooms that implement personalized
learning use competency-based progression, so that students can move onto the next standards or topics
when they’ve mastered what they’re currently working on.
 Personalized learning is extremely student centered, but teachers are required to teach lessons, look at
frequent assessment data, and meet with students to make any necessary changes to their learning plans.
 STUDENT-CENTERED METHODS OF INSTRUCTION

Game-based Learning (High Tech)

 Game-based learning comes from the desire to engage students in more active learning in the classroom.
Because they require students to be problem solvers and use soft skills that they will need as adults,
games are a great way to encourage a “mastery” mindset, rather than a focus on grades.
 In a game-based learning environment, students work on quests to accomplish a specific goal (learning
objective) by choosing actions and experimenting along the way. 
 INSTRUCTIONAL MEDIA

  Instructional Media encompasses all the materials and physical means an instructor might use to
implement instruction and facilitate students' achievement of instructional objectives. This may include
computer labs, classroom technology, Blackboard, and audio and video conferencing.
 The term instructional media has been defined in a variety of ways. In some cases, it refers to all aids
that are used by the lecturer and students; refers to only printed media.
 This definition is close to a broader definition such as that of Romiszowski (1981: 339) which includes
not only electronic communications media, but also such devices as slides, photographs, teacher-made
diagrams, charts, real objects and handouts that we use in the process of planned instruction. 
 INSTRUCTIONAL MEDIA

Type Examples
Print Pamphlets, handouts, study guides,
manuals
Visual Charts, real objects, photographs,
transparencies
Audiovisual Slides, tapes, films, filmstrips, television,
video, multimedia
Static/display Chalkboard, feltboard, display easels, flip
charts, cloth board, magnetic board
Electronic Radio computers, electronic mail, CD-
ROM, multimedia

Figure 6.1 Different types of instructional media

 INSTRUCTIONAL MEDIA
Why Use Instructional Media?
 We know from educational psychologists that every person learns by receiving information through the sense
organs such as the ears, eyes, nose, mouth and tongue, hands and skin. From your own experience, you will realize
that there is a relationship between the quantity of information we remember and the sense organs being used. You
also know that students learn skills, concepts and ideas better when they try them out in practice. The old adage
that 'practice makes perfect' has a sound scientific basis.
Instructional media have important dvantages because they are:
 Allow easy and repeated reproduction of an event or procedure;
 provide visual access to a process or technique;
 provide a common framework of experience to a large number of learners;
 promote an Illusion of reality;
 gain and hold the attention of the learner.
LEARNING REFERENCE/S:

 http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0cdl--00-0----0-10-0---0---0direct-10---4-------0-0l--11-en-50---
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gt=1
 https://teach.com/what/teachers-know/teaching-methods/
 https://irecusa.org/workforce-development/workforce-strategies-solutions/best-practices-the-series/best-practices-
1-becoming-an-effective-teacher/systematic-program-planning-instructional-systems-design-and-the-addie-model/
 http://www.forchescross.org/12-the-role-of-teachers-in-the-learning-process/
 https://www.britannica.com/topic/teaching/Functions-and-roles-of-teachers
 https://vikaspedia.in/education/teachers-corner/teaching-and-learning