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 (conceptual approach), pagsisiyasat (survey), integratibo
(integrative), interdisiplinaryo (interdisciplinary) and multidisiplinaryo
(multidisciplinary).
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 activity-
oriented. 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 (non-
examples). 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 Direct instruction, drill and repetition,

Exercise-practice demonstration, competitions

Interpersonal Team games, learning circles, role

Experience-personalize playing, group investigation, peer
tutoring, personal sharing
Understanding Inquiry, concept formation, debate,
Explain-prove problem solving, independent study,
essays, logic problems
Self-expressive Divergent thinking, metaphors,
Explore-produce 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)