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SSE 1 - EDUCATION NOTES
Bachelor of Secondary Education - English (BSE ENG 1)
University of Rizal System
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SSE
MODULE 3 – TEACHING APPROACHES IN SECONDARY SOCIAL STUDIES
Approach refers to the philosophical framework of any given subject. It also pertains to the general operation that a teacher observes when he teaches a subject. It includes the various strategies, techniques, and materials to be used; the principles of teaching related to such strategies and techniques; and the use of various materials. It is prescriptive in nature and meaning; each subject or course has a prescribed approach to be used in order to make teaching effective. Under an approach are specific strategies to be used so that its rationale is attained.
Strategy comes from the Greek word “strategos” indicating a person who is a general in war whose main function is to devise war plans or steps to enable him to accomplish his goal of winning the war. It can be used interchangeably with method, because this concept consists of steps to be followed so that our objective may be realized. Strategy or method, therefore, procedural because it consists of steps or procedures to be observed by a teacher.
Techniques on the other hand, is stylistic or personalistic. It is a manner in which a teacher does particular step of a lesson. Thus, in motivating a lesson, one teacher may be lively; another may be formal; another one may use a picture; another teacher may just verbalize; and so on. Therefore, the teacher will be the same as the rest in doing one step of a lesson or in executing a strategy like showing a picture, and others. However, outstanding teacher manifest very good techniques compared with newly hired teachers without experiences.
A. Approaches in Teaching Social Studies The following are the basic approaches observed by teachers in teaching Social Studies:
1. The Discovery Approach The students are assisted to look for the answers to their problems under the effective guidance of the teacher. For instance, if the teacher is teaching about Andres Bonifacio, he will not start by saying: “Class, today, we shall study the life of Andres Bonifacio. You know class, Bonifacio was the founder of the Katipunan. He was a poor boy who educated himself.” Such introduction is uncalled for. The teacher has already told the answers. This is not discovery at all. He must allow the pupils to identify the problems or questions and then look for the answers themselves. Creativity of the pupils is lost when the teacher reveals important facts about the subject matter to be learned without the students researching for them. They have to do the discovery themselves. What the teacher should do is to guide the pupils to ask questions about the subject matter. Then he assists them to look for the answers to the said questions. Why discovery? According to Jerome Brunner, discovery teaching: a. is self-rewarding b. is learning to learn c. is active participation on the part of the learners d. is long lasting
2. The Process Approach The main purpose of this approach is to develop various skills among the students. The said skills may be simple or complex. Examples of single process are: a. Observing b. Classifying c. Listening d. Guessing e. Using the dictionary
3. The Inquiry Approach The sole purpose of this approach is to develop the learners’ interest in asking questions about a given material, situation, or subject matter being studied. In this manner, their critical thinking is given a chance to be manifested.
A good example of the inquiry approach is showing pictures about the EDSA revolution. Then the pupils are led to ask questions about the pictures. The teacher should accept as many questions as given by them. These questions are written on the blackboard and put in good shape. The ability to ask questions or to inquire is one salient skill that a teacher should develop among her pupils. The said questions are arranged in the correct order. The students are grouped according to the number of groups of questions.
The different groups will plan answering their questions. Even answering their questions is inquiry since they look for the ways to answer them.
4. The Integrated Approach
There are many issues surrounding the environment of the learners. These issues should be included in the lessons under Social Studies. Studying such issues as environmental destruction, family planning, drug abuse, pollution, justice, peace, proper sanitation, human rights abuse, conservation, green revolution and others will enable the pupils to understand better the place they live in and the role they play in the society.
Likewise, values are now integrated in the lessons that the pupils take with their teachers. Various simple strategies on how to integrate values are given in the latter part of this chapter. Let’s take for example that the lesson is about Dr. Jose Rizal and what he did to our country. After the lesson the following questions may be asked:
__ What character traits did Rizal manifest? __ If you were Rizal, would you be willing to die for your country? Why? __ Do you agree that Rizal should be our national hero? Why? __ Should we emulate Rizal? Why?
Since the foregoing questions are value-oriented ones, all answers to be given by the pupils should be accepted by the teacher. She should not say “wrong” to any value question. What she is after is the value the pupil pronounces and if this is a negative value, she should try to redirect the students’ attitude into a positive one by using appropriate strategies. But to blatantly get angry with a pupil value is negative or against the value of the teacher is an utter disregard of his feelings. The students may no longer respond if questions are value-oriented.
The main reasons of integrating values in the lessons is to make the students aware that the things they learn or do are value-laden and that they should appreciate values inherent in a thing or person. In doing so, their value-system may be affected and they may exhibit some values they learned in the classroom and carry them through in their daily life. 5. The Multimedia Approach Teachers should make use of all forms of media – from pictures to films in order to arouse the interest of the students and to generate concrete learning, for obvious reasons. Pictures are good but using film or actual field trips to particular places can certainly concretize pupils’ perceptions about the subject matter.
6. The Value Clarification Approach The purpose of this approach is to clarify the value chosen to the learner. For instance, he should tell why he should join a cleanliness campaign in the community. The
success. Average pupils may give 65% to 75%; but poor pupils may go as low as 50% to 60%.
The teacher sets the performance or standard level of success for his class based on their mental ability in general. This approach is designed to make the pupils master the basic minimum learning competencies. They are expected to attain these competencies at the end of the school year.
This approach uses the teach- reteach method. Its steps are: a. Teach a particular subject matter/topic. b. Give a 10-item formative test. Set 75% as your criterion level of success. c. Check the papers of the pupils. They may do it by exchanging their papers. d. Find out if they attained 75% (8 correct items). If all of them did, congratulate yourself. Probably, you taught well. The lesson ends. e. If 10 or more didn’t get 75%, reteach the said pupils. Give enrichment activity to those who got 75% and remedial lessons to those who got lower than the set standard.
The Conceptual Approach The purpose of this approach is to make the students learn how to get and identify the facts and information. From these, they will identify the concepts and sub- concepts. Under each concept, sub-generalizations will be formulated. For each concept, one generalization will be arrived based on the sub-generalizations.
A good example is a lesson about our national heroes. After teaching the said topic, the facts learned by the students should be recalled by writing them on the board or in several pieces of cartolina.
Example of facts learned from the topic, “The Heroes of the Philippines:”
Philippine heroes are categorized into two, namely: heroes of the first magnitude and heroes of the second magnitude. Heroes of the first magnitude refer to those who have made a national impact because of their contributions. These include Rizal, Bonifacio, Mabini, and few others. Heroes of the second magnitude refer to those who have less impact nationally but are known either in the town, provincial or regional level. Examples are Dagohoy, Sakay, Lakandula and others. Heroes may come from the different socio-economic statuses of life. Some heroes vary in their deeds. Some died fighting; others wrote books or articles denouncing the enemy; others assisted in the revolution and others did a good deed for the country. After these facts have been recalled, the teacher makes a chart or the blackboard such as the one that follows:
Questions Probable Answers What concepts are implied in the facts?
Heroes’ Category Socio-economic status of heroes Deeds of Heroes
Heroes of first magnitude
Heroes of second magnitude
What sub-concept can be identified?
Rizal, Bonifacio, Mabini, others, specify
Dagohoy, Sakay, Lakandula others, specify
Very rich Rich Average Poor Very Poor
Fighting and dying for the country Writing Assisting guerillas, other specify What sub- generalization can be given?
Heroes are classified into first and second magnitudes
Heroes come from different socio- economic statuses
Heroes manifested different deeds. What generalization can
Heroes who came from different socio-economic status and who manifested different deeds are classified into either heroes of first others,
SSE 1 - EDUCATION NOTES
Course: Bachelor of Secondary Education - English (BSE ENG 1)
University: University of Rizal System
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