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REVIEW-HIN MO AKO BABY!!!!

MAJOR ITO BES!!!

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.

2. Discuss the government effort to resolve :

A. NPA INSURGENCY (AMNESTY PROCLAMATION 1377)


 Any member of NPA and other communist rebel groups who has committed any
act or omission may in pursuit of political belief may file an application for
amnesty.
 Crimes for which amnesty may be granted must have been committed on or
before the date of effectivity of proclamation.
 The grant of amnesty shall restore the grantees civil political rights lost or
suspended by write of conviction for crimes.
B. MNLF INSURGENCY ( TRIPOLI AGREEMENT, 1996 FINAL PEACE
AGREEMENT ON JAKARTA)
 The establishment of Autonomy in the Southern Philippines within the realm of
the sovereignty and territorial integrity of the Republic of the Philippines.
 Foreign Policy shall be of the competence of the Central Government of the
Philippines.
 In the areas of the autonomy, the Muslims shall have the right to set up their
own Courts which implement the Islamic Shari’ah laws.
The Government of the Philippines shall take all necessary constitutional
processes for the implementation of the entire Agreement.
C. MILF INSURGENCY (MEMORANDUM OF AGREEMENT, FRAMEWORK
OF AGREEMENT IN THE BANGSAMORO)
 The government of the Bangsamoro shall have a ministerial form.
 The relationship of the Central Government with the Bangsamoro Government
shall be asymmetric.
 The Bangsamoro shall be governed by a Basic Law.
 Right to redress of grievances and due process of law.

3. In what ways do contemporary socio-political problems in Asia make impact on the


present effort of the Philippines to participate fully in the ASEAN Integration?
 According to Murray Hiebert, Senior and Advisor of the Deputy Director of
Southeast Asia Program that in Asia talking and relationship building is half the
challenge to solving problems. Maritime disputes in the South China Sea have
been the biggest irritant among ASEAN members. Brunei, Malaysia, the
Philippines, and Vietnam share overlapping claims to features in contested
waters with China. For them, China’s moves to reclaim land and to build
artificial islands are threatening and seen as violations of national sovereignty.
For other members, like Cambodia, the tension in the South China Sea is
geographically distant and not as relevant. In the absence of consensus, efforts
to make the Declaration of Conduct of Parties in the South China Sea between
ASEAN and Beijing into a binding code of conduct have been futile. In
response, a number of claimants have appealed for greater U.S. support. The
United States has responded by stepping up military cooperation with ASEAN
members like the Philippines and Vietnam and heightening its maritime
presence to enforce freedom of navigation in international waters. At the same
time, Southeast Asian nations have also invested in modernizing their
militaries.

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.

A.Evolution is only a theory. It is not a fact or a scientific law.


Many people learned in elementary school that a theory falls in the middle of a
hierarchy of certainty--above a mere hypothesis but below a law. Scientists do not use
the terms that way, however. According to the National Academy of Sciences (NAS),
a scientific theory is "a well-substantiated explanation of some aspect of the natural
world that can incorporate facts, laws, inferences, and tested hypotheses." No amount
of validation changes a theory into a law, which is a descriptive generalization about
nature. So when scientists talk about the theory of evolution--or the atomic theory or
the theory of relativity, for that matter--they are not expressing reservations about its
truth.
B. Evolution is unscientific, because it is not testable or falsifiable. It makes claims
about events that were not observed and can never be re-created.
This blanket dismissal of evolution ignores important distinctions that divide the field
into at least two broad areas: microevolution and macroevolution. Microevolution
looks at changes within species over time--changes that may be preludes to speciation,
the origin of new species. Macroevolution studies how taxonomic groups above the
level of species change. Its evidence draws frequently from the fossil record and DNA
comparisons to reconstruct how various organisms may be related.
C.If humans descended from monkeys, why are there still monkeys?
This surprisingly common argument reflects several levels of ignorance about
evolution. The first mistake is that evolution does not teach that humans descended
from monkeys; it states that both have a common ancestor.
D.Evolution cannot explain how life first appeared on earth.
The origin of life remains very much a mystery, but biochemists have learned about
how primitive nucleic acids, amino acids and other building blocks of life could have
formed and organized themselves into self-replicating, self-sustaining units, laying the
foundation for cellular biochemistry. Astrochemical analyses hint that quantities of
these compounds might have originated in space and fallen to earth in comets, a
scenario that may solve the problem of how those constituents arose under the
conditions that prevailed when our planet was young.
E. Nobody has ever seen a new species evolve.
Speciation is probably fairly rare and in many cases might take centuries.
Furthermore, recognizing a new species during a formative stage can be difficult,
because biologists sometimes disagree about how best to define a species. The most
widely used definition, Mayr's Biological Species Concept, recognizes a species as a
distinct community of reproductively isolated populations--sets of organisms that
normally do not or cannot breed outside their community. In practice, this standard
can be difficult to apply to organisms isolated by distance or terrain or to plants (and,
of course, fossils do not breed). Biologists therefore usually use organisms' physical
and behavioral traits as clues to their species membership.

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:

 Experimentation: Students individually perform an experiment and then come together


as a class to discuss the results.

 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.

High Quality Research


 It is based on the work of others.
 It can be replicated (duplicated).
 It is generalizable to other settings.
 It is based on some logical rationale and tied to theory.
 It is doable.
 It generates new questions.
 It is a political activity that should be undertaken for the betterment of society.
Importance of Research
 To get PhD, Master’s and Bachelor’s Degrees
 To provide solutions to complex problems
 To investigate laws of nature
 To develop new products
 To save costs
 To improve our life
 To make new discoveries

Sources of Research Problem


 any perplexing questions that you have encountered (experience and observation)
 vast amount of literature in your own field
 theses and dissertations
 ask your colleagues for such questions
 check over related journals/books/newspaper articles
Elements of a Research Problem
a. Aim or Purpose of the Problem –
This answers the question “WHY?”
b. The Subject Matter or Topic to be investigated –
This answers the question “WHAT?”
c. The Place or Locale –
This answers the question “WHERE?”
d. The Period or Time –
This answers the question “WHEN?”
e. Population or Universe –
This answers the question “WHO?”

Characteristics of Good Research Problem


1. The question is feasible (i.e., it can be investigated without an undue amount of time,
energy or money).
2. The question is clear (i.e., most people would agree as to what the key words in the
question mean).
3. The question is significant (i.e., it is worth investigating because it will contribute
important knowledge about human condition).
4. The question is ethical (i.e., it will not involve physical or psychological harm or damage
to human beings, or natural or social environment of which they are part).
SCEF- Significant, Clear, Ethical and Feasible
PARTS OF THESIS

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?

2. SIGNIFICANCE OF THE STUDY- Significance of the study in thesis is a part where


the research will tell the importance and purpose of the study. This part tells how the
study would be beneficial to society and specific person.
3. SCOPE AND DELIMITATION OF THE STUDY- It is important to narrow down
the thesis topic and limit the scope of the study. The researcher should inform the reader
about limits or coverage of the study.
4. RELEVANT THEORIES- A theory is a statement of logical relationships between
facts. It is a set of interconnected concepts and propositions presenting a systematic view
of phenomena.
5. RELATED LITERATURE- Literature review is an integral component of the scientific
process. It composed of discussions of facts and principles to which the present study is
related.
6. RELATED STUDIES- These are studies, inquiries or investigations already conducted
to which the present study is related or has some bearing or similarity.
7. CONCEPTUAL FRAMEWORK- It is a complete presentation of the variables to be
observed in the current study.
8. HYPOTHESIS- A hypothesis is a proposition or an assumption stating what is to be
resolved.
9. METHODS AND TECHNIQUES OF THE STUDY- The method of research used
should be explained briefly. The procedural part of the method, its appropriateness to the
study and some of its advantages should be given attention and should be well discussed
Descriptive research involves gathering data that describe events and then organizes, tabulates,
depicts, and describes the data collection.
Descriptive research can be either quantitative or qualitative.
 Qualitative research involves analysis of data such as words (e.g., from interviews),
pictures (e.g., video), or objects (e.g., an artifact).
 Quantitative research involves analysis of numerical data.

Types of Quantitative Research


a. Descriptive Survey Research- aims to describe behaviors and to gather people’s
perceptions, opinions, attitudes, and beliefs about a current issue in education.
b. Experimental Research - tests hypotheses to establish cause-and-effect relationships.
c. Causal-Comparative Research - seeks to explain differences between groups by
examining differences in their experiences.
d. Correlational Research - shows the relationships between two or more variables.
e. Meta-Analysis - summarizes the results of other studies.

Types of Qualitative Research


a. Case Study - focuses on small groups or individuals within a group and document that
group’s or individual’s experience in a specific setting.
b. Ethnographic Study - investigates how interactions in a cultural group are influenced by
the larger society.
c. Grounded Theory -researcher uses data gathered through qualitative techniques to
develop a theory based on the data. In essence, the researcher builds a theory from the
“ground” or from the narrative data produced in the study.
d. Phenomenological Study - attempts to capture the “essence” of the human experience.

Topic Design

Art Therapy among Overt Adolescent Gays with Experimental


High Aggressive Level
Analysis and Synthesis of Research on Meta-Analysis
Responsible Environmental Behavior
Fertility and Women’s Employment Meta-Analysis

Faculty Members’ Teaching Strategies, Behavior Causal-Comparative


and Performance

10. POPULATION AND SAMPLE OF THE STUDY


Population - Any set of people from which the sample is selected and to which the study
results will generalize.
Sample - A group of people drawn from a population. A research study is carried out on a
sample from a population
11. RESEARCH INSTRUMENTS- The research instruments are testing devices for
measuring a given phenomenon, such as a paper and pencil test, a questionnaire, an
interview, a research tool, or a set of guidelines for observation.
12. DATA COLLECTION PROCEDURE- Data are what research is searching for and
which are subjected to analysis, statistical procedures and interpretation so that
inferences, principles or generalization are drawn.
13. DATA PROCESSING AND STATISTICAL TREATMENT- The kind of statistical
treatment depends upon the nature of the problem and the nature of the data gathered.

Philippians 4:13
“I can do all things through Christ who
strengthens me”

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