Lesson 3 Methods And Techniques In Teaching Araling Panlipunan

LESSON 3 Methods and Techniques in Teaching Araling Panlipunan(Philippine History and Government)

INTRODUCTION

Now that you have a clear picture of the intended outcome of the teaching of Araling Panlipuan, let us find how to go there. Let us find out effective and efficient ways of arriving at our destination.

Approaches in Teaching Araling Panlipunan

The K to 12 Curriculum Guide describes the teaching approach in the teaching of

Araling Panlipunan as based on konstruktibismo (constructivism) , magkatuwang na pagkatuto (collaborative learning), pagkatutong pangkaranasan at pangkonteksto (experiential and contextual learning), pamaraang tematiko (thematic approach),

paksain/konseptual (integrative),

(conceptual

interdisiplinaryo

(multidisciplinary).

approach),

pagsisiyasat

(interdisciplinary)

(survey),

and

integratibo

multidisiplinaryo

1. Constructivist approach - this approach is based on the assumption that the students come to class with entry knowledge and skills. The students reflect on the new learned knowledge, continue to make connections to other concepts learned and construct new meanings.

2. Collaborative learning – this is based on the assumption that students learn better when they learn with others. It is supported by the fact that students learn better in a cooperative atmosphere than in a competitive atmosphere.

3. Experiential and contextualized learning – As the name implies, it is learning beginning with experience and ending in experience. Discussion of concrete experience Proceeds to an analysis and reflection of concrete experience Leads to abstraction or generalization Back to the realm of experience for application of what is learned This is also called contextualized learning because it is rooted in human experience; meaning the context of learning is experience itself.

Experiential learning is inductive, learner-centered and activityoriented. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs);

sharing or publishing (reactions and observations are shared); analyzing or processing (patterns and dynamics are determined); inferring or generalizing (principles are derived); and applying (plans are made to use learning in new situations).

Araling Panlipunan as a subject develops the following themes across the Grades: 1) tao, kapaligiran at lipunan; 2) panahon, pagtutuloy at pagbabago; 3) kultura, pananagutan at pagkabansa; 4) karapatan, pananagutan at pagkamamamayan; 5) kapangyarihan, awtoridad at pamamahala; 6) produksyon, distribusyon at pagkonsumo and 7) ugnayang pangrehiyon at pangmundo. This is an evidence to use of the spiral progression approach.

4. Thematic Method  Learning revolves around a theme  Each theme should be accompanied by focus questions

5. Conceptual Approach  Involves a process of concept formation  Concepts are mental constructions representing categories of information that contain defining attributes(Walker & Advant, 1988)  Structured inquiry process where students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the examples with examples that do not contain those attributes (nonexamples). They then separate them into two groups.  The process of concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples.

Conceptual Approach  The concept attainment process may proceed deductively(from rule/definition to examples) or inductively (from examples to rule/definition).  Higher that content-focused teaching

For interactive teaching the following variations of the conceptual approach may be employed:

 Present all of the positive examples to the students at once and have them determine the essential attributes.  Present all of the positive and negative examples to the students without labelling them as such. Have them group the examples into the two categories and determine the essential attributes.  Have the students define, identify the essential attributes of, and choose positive examples for a concept already learned in class.

5. Integrative approach  Anchored on the assumption that teaching and learned are more meaningful and further enriched if lesson is connected to other disciplines (interdisciplinary) and is connected to real life experiences (transdisciplinary).  Integrates students’ experiences so the experiential approach is in a sense an integrative approach  Multidisciplinary and interdisciplinary  Integrate other related disciplines in the lesson development

Specific methods and techniques:  Tri-question – enable students to probe into events (what happened; why did it happen; what are the possible consequences)  Moral dilemma method – a person is torn between two actions. These are the crucial features: The person is required to do each of the two actions; the person can do each of the actions; the person cannot do both of the actions; the person thus seems condemned to moral failure ( no matter what she does, she will do something wrong/ or fail to do something that she ought to do)  Lesson indigenization – localizing the lessons  Concepts are explained using thought pattern, materials of indigenous communities

Techniques in indigenizing:  Citing examples from the local culture related to the topic  Using indigenous knowledge – local songs, stories, poems  Using indigenous aids such as artifacts  Incorporating community resources in teaching – visit to scenic spots, inviting local people as resource persons  Putting up learning resource centers where local artifacts are displayed  Discussing local problems and issues  Preserving local songs, dances, and games

 Using the local language in teaching  Participating in local celebrations

Intelligence

Examples of Classroom Activities

Verbal-Linguistic

Debates, journal writing, conferences, essays, stories, poems, storytelling, reading

Logical-mathematical

Experiments, comparisons, number games, formulating and testing hypothesis, deductive and inductive reasonings

Spatial

Concept maps, graphs, charts, art projects, videos, slides, visual presentations

Bodily kinesthetic

Role-playing, dance, athletic activities, manipulatives, hands-on demonstrations

musical

Playing music, singing, rapping, analysing sounds and music

interpersonal

Community involvement projects, discussions, cooperative learning, team games, social activities

intrapersonal

Student choice, journal writing, self-evaluation, personal instruction, independent study, reflecting

naturalist

Ecological field trips, environmental study, caring for plants and animals, outdoor work

existentialist

Reflection, diary/journal entry

Learning Style

Examples of classroom activities

Mastery Exercise-practice

Direct instruction, drill and repetition, demonstration, competitions

Interpersonal Experience-personalize

Team games, learning circles, role playing, group investigation, peer tutoring, personal sharing

Understanding Explain-prove

Inquiry, concept formation, debate, problem solving, independent study, essays, logic problems

Self-expressive Explore-produce

Divergent thinking, metaphors, creative art activities, imagining, open-ended discussion, imagery, creative problem solving

Continuation of Specific methods and techniques:  Using varied learning activities to cater to students’ multiple intelligences and learning styles.  The conduct of survey or interview to gather data, recording, organizing, analysing and interpreting data to answer given problem is “hands-on”, minds-on, hearts-on” activity  Service learning that involves community projects that occur during class time falls under the category of multidisciplinary integration

Assessment Tasks  Select from the Araling Panlipunan Curriculum Guide competencies which can be taught by the use of the following methods/techniques: A. Tri-question B. Lesson indigenization C. Multiple intelligencies and learning styles D. Survey/interview E. Service learning (one competency per method/techniques from the competencies from Grade 1 to 6)