Академический Документы
Профессиональный Документы
Культура Документы
1. As a social studies teacher, how are you going to make your teaching and learning social
studies?
A. MEANINGFUL
I will make my class meaningful by requiring reflective planning, instruction and
assessment around specific social studies concepts skills and big ideas.
I will use variety of ways or strategies to understand the concepts.
I will design learning events that challenge students to make meaningful
connections and expand their knowledge and viewpoints.
B. INTEGRATIVE
Social Studies is integrative by nature. As a teacher your teaching must crosses
disciplinary boundaries to address topics in ways that promote social
understanding.
It is also integrates knowledge and skills with authentic action.
I will guide my students to explore the different concepts in social studies.
Learning experiences reach across disciplinary boundaries (history, geography, and
economics) as well as subjects (English, Math, TLE).
I will ensure that the social studies experiences help the young learners move
forward in their acquisition of knowledge and skills.
C. VALUE-BASED
I will create opportunities for students to discuss values engaged the real-world
problem solving, weigh, cost and benefits and make rational and reasoned
decisions.
I will make activities that challenge my students to think critically regarding
ethical or controversial issues in our country
D. CHALLENGING
I will provide my students an opportunities for in-depth investigation of concepts
that challenge them.
Instead of simply reading and answering questions, I will ask them to compel
question that stimulates decision-making, problem solving and issue analysis
E. ACTIVE
I will use different approaches, strategies, technology and materials to support my
student’s interest and abilities.
I will ask them to solve, role play, debate, simulations, project-based learning that
will lead them to new discovery.
I will guide them and facilitate rather than dictate learning.
4. What new method (s)/ strategies can you design/propose in Teaching Social Studies
after engaging with “Contemporary Socio-Political in Asia” and “Production of
Instructional Materials In Social Studies”
TOPIC: GLOBALIZATION
A Supermarket Field Trip
a. Break the class up into groups of no more than six, and each team goes to a
different section of a supermarket or produce market with one facilitator per group.
b. Walk through the aisles, picking out pre-determined items and talking about them in a
trade context. E.g., GMO foods for issues like labeling and exports, coffee/tea/hot
chocolate/bananas for fair trade, fruit/vegetables for issues like 'eating local vs.
international' and 'monoculture growing' and 'raw vs. processed importing tariffs' and
'pesticide/fertilizer use'.
c. Make it participative by asking your group what the issues are with a particular food
before informing them. Encourage discussion, and even ask if they have any sections
of the supermarket that they think the group should go to.
d. This activity must be cleared with the supermarket owner first! Stress that you're not
protestors, that there'll be no leafleting, that it's school-approved, and that there'll only
be five (or whatever) groups of seven people per group, all in separate areas of the
store, and only for 45 minutes.
e. Of course, this activity works best if the site/school is a short walk from the
supermarket.
5. Prove that evolution theory is by product of creationism theory. Cite at least 5 reasons to
prove your answers.
6. With the big population of the world suffering from hunger and diseases, is genetic
cloning the answer to solve the problem?
World hunger and food insecurity is a recurring problem in most parts of the developing
world. The world's food supply is abundant, not scarce. The world's production of grain
and other foods is sufficient to provide at least 4.3 pounds of food per person, per day.
The real reason for hunger in the world is poverty, which often strikes women--the
nutritional gatekeepers in many families--the hardest. Economists argue that resolving
hunger requires political solutions and not just agro-technical solutions. According to
them, instead of looking at biotechnology as a yet unproven and non-existent
breakthrough, decision makers should look at the full body of research that shows that
solutions to eliminate hunger are not technological in nature, but rooted in basic socio-
economic realities. This is not to say that technology, including biotechnology, does not
play a role in reducing, say, malnutrition, but there is no technology that can override the
immediate political and social forces that keep people poor and hungry. The global
biotechnology industry has funneled a vast majority of its investment into a limited range
of products that have large, secured markets in the First World -- products which are of
little relevance to the needs of the worlds hungry. Biotechnology has applications that can
significantly solve the problem of world hunger. Green is the colour of agricultural
biotechnology, of fertility, self-respect and well-being. In my opinion, policymakers
should pragmatically consider modern biotech discoveries and assets as an important tool
for solving the problem of global hunger.
7. There are three categories of content in the instruction process. These are facts, concepts
and generalizations. Discuss how these three organized and presented in an instructional
design.
FACTS
Do not need to be “academic sounding”
Do not to be detailed
A specific and often isolated piece of information that is believed to be true and
which can be confirmed by empirical evidence
Ex: Grids can be used to find a place on a map while travelling.
CONCEPTS
An idea used to organize a class of objects or experiences, typically one or two
words, which may be concrete (dog, chair) or abstract (love, justice).
Ex: Map, Location, Scale, Legend/Key, Data, Grid, Source, Title, Orientation/
Direction
GENERALIZATION
Statement of a relationship between two or more concepts. It is believed to be true
and applies to similar situations regardless of time, space, and culture. This
statement may be used as a tool for prediction and is often framed as an if/then
statement.
Ex: Creating, understanding and using maps can help us learn about the world and
its people.
8. How does constructivist approach facilitate interactive, creative and integrative teaching?
A reaction to didactic approaches such as behaviorism and programmed instruction,
constructivism states that learning is an active, contextualized process of constructing
knowledge rather than acquiring it. Knowledge is constructed based on personal experiences
and hypotheses of the environment. Learners continuously test these hypotheses through social
negotiation. Each person has a different interpretation and construction of knowledge process.
The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a
situation. Constructivism assumes that all knowledge is constructed from the learner’s previous
knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active
attempts to construct new knowledge.
Examples of activities
Furthermore, in the constructivist classroom, students work primarily in groups and learning
and knowledge are interactive and dynamic. There is a great focus and emphasis on social and
communication skills, as well as collaboration and exchange of ideas. This is contrary to the
traditional classroom in which students work primarily alone, learning is achieved through
repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities
encouraged in constructivist classrooms are:
Research projects: Students research a topic and can present their findings to the class.
Field trips: This allows students to put the concepts and ideas discussed in class in a
real-world context. Field trips would often be followed by class discussions.
Films: These provide visual context and thus bring another sense into the learning
experience.
Class discussions: This technique is used in all of the methods described above. It is one
of the most important distinctions of constructivist teaching methods.
RESEARCH na tayo bes…. Kaya pa?! (Kaya!!!!)
WHAT IS RESEARCH?
The strict definition of scientific research is performing a methodical study in order
to prove a hypothesis or answer a specific question. Finding a definitive answer is
the central goal of any research process.
1. Statement of the Problem - The statement of the problem provides the context for the
research study and typically generates questions which the research hopes to answer.
Ex: Title: Strengths and Needs of Faculty Members of the Bulacan State University: Input to
Professional Development Program
The general problem of the study is: How may the personal and professional strengths and
needs of the faculty members of the Bulacan State University be evaluated based on the competency
domains as inputs to professional development program?
Specifically, the study sought answers to the following questions:
1. How may the strengths and needs of the faculty members be measured in terms of the following
competency domains:
1.1 social regard for learning;
1.2 learning development;
1.3 diversity of learners;
1.4 curriculum;
1.5 planning, assessing and reporting;
1.6 community linkages; and
1.7 personal growth?
2. What are the challenges encountered by the faculty members in performing their functions in
instruction, research and extension?
3. What professional development program may be proposed based on the findings of the study?
Topic Design
Philippians 4:13
“I can do all things through Christ who
strengthens me”