TEACHING

STRATEGIES
Araling
Panlipunan
RUBYLYN ASOY
A. TRI-QUESTIONS APPROACH ni Gary
Goulson
( Pangyayari sa kasaysayan o araling
kontemporaryo)
MGA TANONG MGA SAGOT

1.Ano ang nangyari?

2. Bakit ito nangyari?

3. Ano ang
kinahinatnan ng
B. SOCIAL ANALYSIS MODEL ni James Shaver
( Pagsusuri sa mga isyung panlipunan)

1. Paglalahad ng isyu/sitwasyon
Pagpapakita ng larawan, pagpaparinig ng
awitin o pagpapakita ng video clip

2. Pagtukoy sa isyu
Pamprosesong Tanong
SOCIAL ANALYSIS MODEL
3. Pagsusuri sa isyu
-Pagbabasa ng kwento o anumang
artikulo
-Panonood ng video clip

4. Pagtatapos
Mga gabay na tanong
C. CAUSE AND EFFECT APPROACH
ni Susan Barnes

1. Pagpapabasa ng teksto
2. Pagsagot sa cause-effect diagram
3. Pagtalakay

PANGYAYARI SANHI BUNGA

D. MORAL DILEMMA MODEL ni Barry Beyer
( Isyu/sitwasyon sa pagitan ng dalawang
alternatibo )

1.Paglalahad ng dilema
2. Paglikha ng dibisyon sa aksyon
3. Talakayan ng mga grupo
4. Talakayan sa klase
5. Pagtatapos
E. THINK-PAIR-SHARE ni Frank Lyman
- a cooperative discussion strategy
How Does It Work?
1) Think. The teacher provokes students' thinking
with a question or prompt or observation. The
students should take a few moments (probably not
minutes) just to THINK about the question.

2) Pair. Using designated partners (such as with

Clock Buddies), nearby neighbors, or a deskmate,
students PAIR up to talk about the answer each
came up with. They compare their mental or written
notes and identify the answers they think are best,
most convincing, or most unique.
3) Share. After students talk in pairs for a
few moments (again, usually not minutes),
the teacher calls for pairs to SHARE their
thinking with the rest of the class. She can
do this by going around in round-robin
fashion, calling on each pair; or she can
take answers as they are called out (or as
hands are raised). Often, the teacher or a
designated helper will record these
responses on the board or on the overhead.
F. CLOCK BUDDIES
-A quick and easy way to create pairs
for partnered activities while avoiding
the problem of kids always having the
SAME partners. It begins with a clock
face, with slots for names extending
from each hour on the dial.
G. PAGGAMIT NG IBA’T IBANG URI NG
GRAPHIC ORGANIZER

Kahulugan:
1. Biswal na pagpapakita ng
ugnayan ng mga ideya at konsepto
gamit ang mga linya, kahon, at iba’t
ibang hugis.
2. A graphic organizer is a visual and graphic
representation of relationships among ideas
and concepts.
This instructional tool comes in a variety of
formats—that help students process information
they’ve
gathered and organize their ideas.
We generally design graphic organizers to
follow one of four patterns of knowledge:
hierarchical,conceptual, sequential, and cyclical
(Bromley et al., 1995).
Why Use Graphic Organizers?
It makes teaching and learning rewarding.
Visually appealing and accessible to both struggling and
advanced students, graphic organizers help students to:
• connect prior knowledge to new information
(Guastello, 2000);
• integrate language and thinking in an organized
format (Bromley et al., 1995);
• increase comprehension and retention of text (Boyle
& Weishaar, 1997; Chang, K. et al, 2002; Moore &
Readence, 1984);
• engage in mid- to high levels of thinking along
Bloom’s Taxonomy(application, analysis, evaluation, and
synthesis) (Dodge, 2005).
Comparison-Contrast Charts
*useful for
looking a two
quantities and
determining
in what ways
they are
similar and in
what ways
they are
different.