Professional Documents
Culture Documents
Prepared by:
Allyssa Jade E. Balobal
Instructional Strategies and Activities
Explains the nature of social studies strategies in light of social studies content and describes
various ways to plan strategies for instructional purposes
David Pratt (1980) Acknowledge the importance of vary instructional strategies.
LECTURE TECHNIQUE
Teachers understands children weaknesses of extend lectures use a short lecture style interpose
with questioning & pupil assessment. A combination of a short and effective lecture combined
with several other strategy. Occasionally teacher may have reason at same length. But it should
not be a common practice.
QUESTIONING TECHNIQUE
Teachers interpose class discussion with questions and opportunities for students to raise
questions. Student may be answered, often preferably by other class members instead of the
teacher. Aiming to improve thinking skills.
DISCUSSION TECHNIQUE
A discussion should be the most frequently observed activity in social studies classrooms in ideal
classroom. The teacher is not a dispenser of information but a facilitator of a basic learning
process.
LISTENING
Listening is a skill that is seldom explored by the teacher. One half satisfactory discussion is
attentive listening. The teacher is responsible for building listening competencies.
PANEL GROUPS
Reports can take different forms. The most common is being panels, round tables and debates are
often employed. In such group work in numerous instances comes to include individual and oral
reports.
INDIVIDUAL SETTING
In which content is provided to or by a single student. Included are tasks materials that are
designed by each student.
STUDENT RESEARCH
Classroom reference shelves are important in providing pupils with sources for research and
writing assignments. The school library is a source of information for student research and
reports
TUTORING SESSIONS
Individual work occurs when the teacher schedules conference times during class sessions to
meet students, a private oral book review with the teacher may be none valuable and satisfactory
for both teacher and pupil.
SIMULATED SETTING
Which the teacher presents content through a game or simulation in which historical or social
science events. Issues or problems are enacted in the classroom.
CASE STUDIES
Teacher can pose analytical dilemmas to students to be resolved.
DRAMATICS
Some teachers in history classes, may conclude a unit or end a semester’s work with a large scale
overview simulation that may even involve several classes on in a few cases the entire student
duty.
ROLE PLAYING O SOCIO DRAMA
Role playing is often extemporaneous and for rather short periods of time, includes involvement
of several class member in a real or imaginary episode
PROBLEM SETTING
Which the teacher presents contents to students in the form of predicaments that require inquiry,
issue analysis & decision making
PROBLEM SOLVING
This approach to learning begins when students are taught to recognize problems and to apply
step-by-step examination of the problem.
DECISION MAKING
Is a process applied to question that can be narrowed to choices between alternative possibilities
through process of speculation, examination and prediction.
DISCOVERY
Is a process can be used in which the student identify the relationship involved in a query.
CRITICAL THINKING
Is a process that requires the use of reason and evidence to evaluate an event or a claim.
PROPAGANDA ANALYSIS
Closely related to critical thinking skills is the need for students to understand how influential
forces attempt to gain public acceptance and action without critical thought on public’s part