TEACHING OF

ARALING
PANLIPUNAN

Goals and Scope of Methods and

Guiding Principles in
Teaching and Techniques in
the Teaching of
Learning Araling Teaching Araling
Araling Panlipunan
Panlipunan Panlipunan

1 2 3
 1

Goal and Scope of

Teaching and Learning
of Araling Panlipunan.

Goals

Analytical Creative

Responsible Productive

Care for the

Nationalistic
Environment

Cares for the

Humanity
 2

Guiding Principles in the

Teaching of Araling
Panlipunan

Meaningful Active Value based Integrative Challenging

Balances cerebral approach

Relevant Interacts with teacher Integrates other disciplines Not to easy nor too difficult
with an emotional touch

Uses value laden concerns

Connects with the past,
Taught with depth Interacts with students and issue to come up with Injects novelty
present and future
value based decisions

Engage in experience that

Considers multiple
Employs critical and Interacts with learning develops good citizenship in
intelligence and learning
Creative thinking skill materials a democratic form of
styles
government

Discussion of issues,
Uses cognitive skills use in
Learned by Doing solutions and decision
other disciplines
making
 3

Methods and
Techniques in
Teaching Araling
Panlipunan

Specific Methods and

Approaches
Tecniques

3a 3b

Constructivist
Assumes student come to class
with entry knowledge and skills
Meaningful when prior
knowledge and new learning
activity are connected
Collaborative learning
Assumes students learn better
when learning with others
Students learn better in a
cooperative rather than a
competitive atmosphere
Experiential/contextual learning
Learning begins with discussion of
concrete experience and
proceeds with analysis and
reflection of the concrete
experience with experience
Learning is inductive, learner-
centered, and activity centered.
3a
teaching and learning are more
meaningful when connected to
Thematic Conceptual Integrative other discipline (interdisciplinary)
and to real life experience
(transdisciplinary)
Learning revolves around a theme Process of concept formation
Structured inquiry process where
students figure out the attribute
of a group or category that has
been already formed by the
teacher
 3b

Specific Methods and

Techniques

Multiple intelligence and

Tri-question Lesson indignation Moral Dillema Method Survey/interview Service Learning
learning styles

Use varied learning activities

explained using thought Gathering, organizing,
enable the students to prove to cater to students multiple Involves community projects
patterns, materials of Torn between two action Crucial features are: analyzing, interpreting data
into events intelligence and learning during class time
indigenous communities. to answer given problems
styles

Required to do each of the

What happened?
two actions

Why did it happened? Can do each of the action

What are the possible

Cannot do both the action
consequences?

Condemned to moral failure

in either of the choices