Remerciez-le!

Remerciez @Admin pour avoir partagé cet document gratuitement, de la manière la plus simple, en partageant sur les réseaux sociaux.

PANGASINAN STATE UNIVERISTY BAYAMBANG CAMPUS Bayambang, Pangasinan Theme Teachi

PANGASINAN STATE UNIVERISTY BAYAMBANG CAMPUS Bayambang, Pangasinan Theme Teaching Araling Panlipunan in the Intermediate Grades Topic  Definition of Approach, Strategy and Technique  Approaches and Methods in Teaching Araling Panlipunan in the Intermediate Grades Resource Person Members: Asto, Christine Joy Austria, Maria Catherine Bugarin, Justine Diso, Rolloyd Junio, Angelica Marie Galverio, Dezel Ann Germono, Guadalyn Magno, Michael Matusa, Maria Jessa Mae Mendoza, Vilma Paras, John Philip Training Hours One and a half hour (Time: 01:00-02:30 PM) Overview Deep sighs and disturbing yawns- these responses are often reflected to the majority of students’ faces whenever they are learning topics under Araling Panlipunan subject. According to an article published at Press Reader (2017), “it’s a sad reality that most students find the Araling Panlipunan or Social Studies subject as a boring one. Primarily, this is because the subject is dealing with history, economics and politics and even of government, constitution and society.” Prior to the mentioned concern, this session plan aims to help pre-service teachers master the approaches and methods in teaching Araling Panlipunan in the Intermediate Grades to reverse this occurrence. As anchored on the K-12 curriculum, the following are the six approaches utilized in teaching the said subject: Constructive, collaborative, experiential and contextualized learning, thematic, conceptual and integrative approach respectively (Corpuz and Salandalan, 2015). In addition, in order to have a meaningful, active, value-based, integrative and challenging discussion, incorporating specific methods and techniques are highly recommended: Tri- question, moral dilemma and lesson Indigenization (Corpuz and Salnadalan, 2015). Furthermore, the strategies can be either individualized instructions or group instructions as long as it is helpful to meet lecture objectives (Bartolome, 2013). However, before learning the mentioned approaches and methods, pre-service teachers must have a firm foundation in knowing the difference between the following terms: approach, strategy and technique respectively. Once these two steps are practiced in the teaching-learning process, the primary aim stated in the K-12 DepEd Araling Panlipunan curriculum guide (2016) which is to “... makalinang ng kabataan na may tiyak na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at daigdig” will be achieved. The lesson that will be presented is divided into three lectures: (1) Eeny, meeny, miny moe: Knowing the difference between approach, strategy and technique, (2) Remember me: Approaches in teaching Araling Panlipunan and (3) Sugar spice and everything nice: learning specific methods and techniques. On the process of acquiring the aforementioned contents, activities and assessments will be prepared and given for the participants to have a more interactive learning. Targets/ Objectives At the end of one-hour and a half session, the participants shall have: 1. Differentiated the commonly misunderstood interrelated terms: approach, strategy and technique respectively through set of examples. 2. Familiarized oneself with the existing approaches and methods in teaching Araling Panlipunan in the Intermediate Grades anchored on the present curriculum- K to 12. 3. Appreciated the importance of exploring simultaneously learning various strategies that will be helpful in the teaching-learning process. 4. Selected and justified the most appropriate approach, strategy and technique based on given specific situations. 5. Formulated an action plan that is centered on the theme “My preparations to become a competent teacher teaching Araling Panlipunan in the Intermediate Grades”. Content Outline Activate Title: Jumbled scrambled 1. The participant will be group into four (4). Each group has one representative who will explain why they came up with that answer. Likewise every group will be allowed to use their group chat in messenger to come up with a brainstorming for their answer. 2. For 3-5 minutes, presenters will show words that consist of Approach, Strategy and Method but it is SCRAMBLED. *Each word bears an equivalent of 1 point, a total of 3 points for the items but in case of tie, two clincher rounds will be presented that sums up to 5 points. TASK: (Think-Group- Share) Unscrambled these words by identifying them through their meanings and later on share to the class what is the difference between an approach, method and strategy. APPROACH RLEIENIAXTEP NDA LTAENIOZTEXUDC NRNEIGLA- - It is learning beginning with experience and ending in experience. It is rooted in human experience; meaning the context of learning is experience itself. (Experiential and contextualized learning) STRATEGY OREL NYIAPGL - Is used to provide the participants with the opportunity to “feel” the situation rather than merely intellectualize about it. (Role Playing) METHOD/TECHNIQUE SNLSEO IOIIIEGNDZNTGA - Concepts are explained using thought patterns, materials of indigenous communities. (Lesson Indigenization) ACQUIRE: The facilitators will prepare lecture discussion through Powerpoint presentation with interactive games and activities to observe a student-centered learning. (5 minutes for lecture 1, 15 minutes for Lecture 2 and 10 minutes for lecture 2, a total of 30 minutes for the delivery of topic) Lecture 1 Eeny, meeny, miny moe: Knowing the Difference between approach, strategy and technique Lecture 2 Remember Me: Approaches in Teaching Araling Panlipunan Lecture 3 Sugar Spice and Everything Nice: Learning Specific Methods and Techniques *Group Activity: CROSSWORDECODE 1. The same groupings will be observed. 2. Using the Across and Down clues, write the correct words in the numbered grid. ACROSS 2. Students come to class with entry knowledge and skills. 4. A process of learning that begins with experience and ends with experience. 6. It involves the process of concept formation. 8. A person is torn between two actions. 9. These questions are being asked what happened? why did it happen, what are the consequences? 10. Connected to real life experience. 12. Students will act as if they are in a community, global, religious, or global organization meeting. 13 A narrative work that builds on the students' knowledge and experience through an active and meaningful dialogue. 14. The purpose of this is to arrange the flow of a story. 15. Create a sentence based on your personal perspective on the subject matter and back it up with evidence. DOWN 1. To learn better with others. 3. This concept is explained using thought patterns. 5. A learning that has a theme and is accompanied by focus questions. 6. It involves the process of concept formation. 7. Teaching and learning are more meaningful if it’s connected to the other disciplines. 11. Everyone in the group has a responsibility to participate and support each other, regardless of their strength level. *Individual Activity: Create your own TPACK Model 1. Every participant must create their own TPACK as pre-service teachers soon to teach Araling Panlipunan in Intermediate grades. 2. In 5-7 sentences, explain how their TPACK Model looks like and how they are you going to balance it by identifying at least 2 strategies (based on the discussed lecture) they will use to enhance the knowledge area you think needed improvement. 3. For 3-5 minutes, every participant must be done with the activity as two participants from the class will be chosen by a randomizer application and will be tasked to share their work. APPLY: SITUATION ANALYSIS 1. For 3-5 minutes, each group leader will present their group activity and share some of the lessons that they have learned during their activity. TASK: Give and share the best approach, strategy and methods for the given situations. 2. The participants will be grouped into four (4) and they will be given 15 minutes to finish their activity. 3. Each group will have 3 different situations in a classroom and they will give the best approach, strategy and method that they think is appropriate for the given situation. 4. The participants are allowed to use their messenger for their discussion and brainstorming and the leader will present their answer in the MS teams. 1. THEMATIC 2. CONCEPTUAL APPROACH 3. LESSON INDIGENIZATION 4. TRI-QUESTION 5. TRANSDISCIPLINARY 6. COLLABORATIVE 7. EXPERENTIAL 8. INTEGRATIVE 9. MORAL DILEMMA 10. CONSTRUCTIVIST 11. LEARNING TOGETHER 12. MOCK MEETING 13. STORY LINE 14. STORY BOARD 15. VIEWPOINT CK PK PK PK CK CK TK TK TK SITUATION 1: Mr. Cruz gave his students a group project about making a 3D model of the globe and the leader of each group will present their output in front of the class. (Collaborative Approach) SITUATION 2 : In the Grade 3 Macopa class, Mr. Juarez is currently discussing about their topic "Ang mga Ninuno ng mga Pilipino" but he noticed that his students are having a hard time in understanding their lesson. (Lesson Indigenization) SITUATION 3: Their class starts at 2 o’clock in the afternoon and end at 3 o’clock in the afternoon. At the middle of their discussion Mr. Juarez noticed that his students are sleepy and bored. What do you think Mr. Juarez will use as a strategy in his students situation? (Answer may vary) Target Activities 1. Determine the relationship between the following terms: approach, methods/techniques and strategies. 2. Identify the six (6) approaches, three (3) methods and techniques and at least (3) common strategies in teaching A.P in grades 4-6. 3. Reflect on the reasons prior to the need of a continuous study of learning strategies in teaching A.P in the intermediate grades. 4. Explain uploads/Litterature/ session-guide 2 .pdf