PANGASINAN STATE UNIVERSITY

SAN CARLOS CITY CAMPUS

SAN CARLOS CITY, PANGASINAN

(A.Y. 2020-2021)

A SEMI-DETAILED LESSON PLAN

IN
PRODUCTION OF INSTRUCTIONAL
MATERIALS IN SOCIAL STUDIES
(SSE 114)

SUBMITTED BY:

Caranto, Jessie P.

Fernandez, Ronnil F.

Gloria, Reymark D.

Hudit, Ronalyn T.

Macaranas, Renz Mark C.

Manipon, Emerald C.

Pablo, Rhezia Mae A.

Paed, Dave Ryan G.

Soriano, Van Lawrence C.

(GROUP 4)

(BSE-SS 3-A)

SUBMITTED TO:

Dr. Lorena B. Echalar

 (Instructor)

PABLO, RHEZIA MAE A.

BSE SS 3-A

I. OBJECTIVES

At the end of the lesson, the students will be able to:

a. identify the different steps of learning designed by Robert Gagne;

b. demonstrate an understanding about the nine steps of learning through a 5-minute

presentation; and

c. share their insights about the importance of using instructional designs for an effective
instructions

ll. SUBJECT MATTER

a. Topic: Robert Gagne's Nine Steps Of Learning

b. Values Integration: Understanding and Appreciation

c. Materials: Marker, Cartolina, Colored Papers, Video editor, Cellphone, Speaker

d. References:

https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-
instruction.shtml

https://www.instructionaldesigncentral.com/whatisinstructionaldesign#:~:text=
%22Instructional%20Design%20is%20the%20systematic,system%20to%20meet%20those
%20needs

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4017416/

III. LEARNING ACTIVITIES

a. Preparatory Activities

1. Classroom Management

2. Prayer

3. Checking of Attendance

4. Motivation

The teacher will divide the class into five groups. In the game, each member will be given a
word. The first person in a line of people will begin to pass his assigned word by whispering it
in the ear of the next person in line. The second person then will combine the first word to his
assigned word and pass it to the third person in line. The process will repeat until the message
goes from person to person and will reach the end of the line in which the group of words will
form a sentence "DEVELOPING INSTRUCTIONAL DESIGNS IN SOCIAL STUDIES". The last
person in line will announce the sentence formed.

b. Presentation of the lesson

 To start the new lesson, the teacher will be showing a video presentation
(https://youtube.com/watch?v=8-cmd0lGqro&feature=share) which will give an overview of the
topic to the students. After playing the video presentation, the teacher will ask the students the
following questions:

1. What is your idea about Instructional Designs?

2. Based on the video that you have watched, what are the nine steps of learning that are
being shown?

c. Discussion

The teacher will discuss the following:

• Instructional Design - systematic development of Instructional specifications using learning

and instructional theory to ensure the quality of instructions.

• Instructional - a set of events that facilitate learning.

• Design - creative pattern or sequential process intended to solve problems.

• Robert Gagne - proposed a series of events that associated with and address the mental
conditions of learning.

• Internal Condition - these are the already established learned capabilities of the learners.

• External Condition - it deals with the instructions presented externally to the learners.

• Nine (9) Steps of Learning- method for organizing Instructional strategies within the
lesson.

1. Gaining attention

Ensure the learners are ready to learn and participate in activities by presenting a stimulus to
capture their attention.

2. Informing learners of the objectives

Inform students of the objectives or outcomes for the course and individual lessons to help
them understand what they are expected to learn and do. Provide objectives before instruction
begins.

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something they already know or
something they have already experienced.

4. Present the content

Use strategies to present and cue lesson content to provide more effective instruction. Organize
and group content in meaningful ways, and provide explanations after demonstrations.

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available. In
other words, help students learn how to learn.

6. Elicit performance (practice)

Have students apply what they have learned to reinforce new skills and knowledge and to
confirm correct understanding of course concepts.

7. Provide feedback

Provide timely feedback of students’ performance to assess and facilitate learning and to allow
students to identify gaps in understanding before it is too late.

8. Assess performance

Test whether the expected learning outcomes have been achieved on previously stated course
objectives.

9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect course
concepts to potential real-world applications.

GUIDE QUESTIONS:

1. What are Gagne's nine events of instructions?

2. How can you differentiate internal condition and external condition?

3. Why do you think Instructional Designs are important?

d. Generalization

Gagne's model of instructional design is based on the information processing model of

the mental events that occur when adults are presented with various stimuli and focuses on the
learning outcomes and how to arrange specific instructional events to achieve those outcomes.
Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic
learning program as it gives structure to the lesson plans and a holistic view to the teaching.
Gagné’s nine events of instruction can help you build a framework to prepare and deliver
instructional content while considering and addressing conditions for learning.

GUIDE QUESTIONS:

1. What is the importance of using an instructional design in ensuring the quality of instruction?

2. In your own words, how can you define Instructional Design?

e. Application

The teacher will divide the class into five (5) groups. Each group will demonstrate their
understanding by creating a presentation highlighting the nine(9) steps of learning designed by
Robert Gagne. Each group will be given five (5) minutes allotted time to present. Every group
will be graded based on the rubric.

RUBRIC

Creativity and Originality 15 points

Content 15 points

Participation 10 points
IV. EVALUATION

Directions: Identify what is being asked. Encircle the letter of the correct answer.

1. It refers to the systematic development of instructional specifications using learning and

instructional theory.

a. Instructional Theory

b. Instructional Development

c. Instructional Designs

d. Instructional Process

2. A step by which a teacher ensures that the learners are ready to learn and participate in
activities by presenting a stimulus to capture their attention.

a. Presenting the stimulus

b. Gaining attention

c. Informing learners of the objectives

d. Stimulating recall of prior learning

3. He proposed a series of events that are associated with and address the mental conditions of
learning.

a. Roberto Gagne

b. Robert Gagne

c. Reymon Gagne

d. None of the above

4. A step by which a teacher inform students of the objectives or outcomes for the course and
individual lessons to help them understand what they are expected to learn and do.

a. Presenting the stimulus

b. Gaining attention

c. Informing learners of the objectives

d. Stimulating recall of prior learning

5. It deals with the stimuli that is presented externally to the learners.

a. Internal Condition

b. External Condition

c. Conditions of Learning

d. All of the above

6. A creative pattern or sequential process intended to solve problems.

a. Design

b. Instructional

c. Both a and b

d. None of the above

7. Methods for organizing instructional strategies within the lesson.

a. Nine Steps Of Learning

b. Instructions

c. Strategies

d. All of the above

8. A set of events that facilitate learning.

a. Design

b. Instructional

c. Both a and b

d. None of the above

9. These are the already established learned capabilities of the learner.

a. Internal Condition

b. External Condition

c. Conditions of learning

d. All of the above

10. It is a step by which a teacher help the students to make sense of new information by
relating it into something they already know or into something they have already experience.

a. Presenting the stimulus

b. Gaining attention

c. Informing learners of the objectives

d. Stimulating recall of prior learning

KEY ANSWERS

1. C

2. B

3. B

4. C

5. B

6. A
7. A

8. B

9. A

10. D

V. ASSIGNMENT

Research about the following topics and write the important details in your notebook.

1. John Keller's ARCS model

2. Reigeluth's elaboration theory

GLORIA, REYMARK D.
BSE-SS-3A

I. Objectives

At the end of the lesson the students will be able to:

a. identify Robert Gagne’s nine steps of learning;

b. demonstrate how the nine steps of learning by Robert Gagne works in a classroom by
performing a short roleplay; and

c. value the significance of Robert Gagne’s nine steps of learning in the teaching and learning
process

II. Subject Matter

Topic: Robert Gagne’s Nine Steps of Leaning

Values Integration: Learning and Development

Instructional materials: laptop, projector, white board, marker, and visual aids

References:

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th

ed.). New York, NY: Holt, Rinehart & Winston.

https://www.itma.vt.edu/courses/currip/lesson2/currip2.doc

www.ncbi.nlm.nih.gov/pmc/articles/PMC4017416/

III. Learning Activities

a. Preparatory Activities

1. Classroom Management

2. Prayer

3. Checking of Attendance

4. Motivation
 I lean best when…

The teacher will prepare a short game regarding how the students learn best.
This game is called “I learn best when”, in this game the teacher will give the first seating
number and whoever the one called will share his thought about how he/she learn best and
will also give number to the next that will share about his/her thoughts until every students
are called.

b. Learning Activities

1. Presentation of the lesson

The teacher will play a short video clip about what students do to learn at their
best and will ask the following questions to the students:

1. What does learning means?

2. Are there steps on how you learn?

3. Do you plan to learn more today for our new topic?

2. Discussion

Concept Notes:

Robert Gagne - one of the foremost contributors to the systematic approach to

instructional design and his theory has provided a great number of valuable ideas for trainers
and teachers.

Gagne's model of instructional design – based on the information processing model

of the mental events that occur when adults are presented with various stimuli and focuses on
the learning outcomes and how to arrange specific instructional events to achieve those
outcomes.

Nine Steps of Learning

1. Gain attention of the students

2. Inform students of the objectives

3. Stimulate recall of prior learning

4. Present the content

5. Provide learning guidance

6. Elicit performance (practice)

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer

Guide Questions:

1. What does Gagne’s Model of Instructional Design focuses?

 2. What does Robert Gagne’s Nine Steps of Learning all about?

3. What is the importance of these steps of learning to the student’s learning process
and to teacher’s teaching process?

3. Generalization

Gagne’s Nine Events of Instruction model helps trainers, educators, and instructional designers
structure their training sessions. The model is a systematic process that helps them develop
strategies and create activities for instructional classes. The nine events provide a framework
for an effective learning process. Each step addresses a form of communication that supports
the learning process. When each step is completed, learners are much more likely to be
engaged and to retain the information or skills that they are being taught. Gagne believes that
learning occurs in a series of learning events/steps and each events/steps must be
accomplished before the next in order for learning to take place.

Guide Questions:

1. What is the significance of the nine steps of learning to the students and teachers?

2. If learning occurs in a series of learning steps, what will happen if one of the steps is
not accomplished? Explain.

3. As a student, in what way do you learn best? Is Robert Gagne’s Nine Steps of
Learning helpful to your learning process? How so?

c. Activate/Application

The teacher will divide the class into four groups; each group will demonstrate
how the nine steps of learning by Robert Gagne work in the classroom set up by a short
roleplay presentation. The four groups are given five minutes to prepare and another five
minutes to present.

Rubrics:

Content – 15%

Creativity - 10%

Group Participation - 5%

Total: 30%

IV. Evaluation

INSTRUCTIONS: Read each statement with comprehension and understanding and identify
what is being asked to each statement. Write your answers on the space provided before each
number.

1. He is one of the foremost contributors to the systematic approach to

instructional design and his theory has provided a great number of valuable ideas for
trainers and teachers.

2. This is the step wherein we advise students of strategies to aid them in

learning content and of resources available.
 3. What step is students apply what they have learned to reinforce new skills and
knowledge and to confirm correct understanding of course concepts?

4. This is when we provide timely feedback of students’ performance to assess

and facilitate learning and to allow students to identify gaps in understanding before it is
too late.

5. This step help students make sense of new information by relating it to

something they already know or something they have already experienced.

6. This step is where we ensure the learners are ready to learn and participate in
activities by presenting a stimulus to capture their attention.

7. In this step we use strategies to present and cue lesson content to provide
more effective instruction.

8. In this step we test whether the expected learning outcomes have been
achieved on previously stated course objectives.

9. This step will help learners retain more information by providing them
opportunities to connect course concepts to potential real-world applications.

10. Inform students of the objectives or outcomes for the course and individual
lessons to help them understand what they are expected to learn and do.

Key answers:

1. Robert Gagne

2. Provide learning guidance

3. Elicit performance/Practice

4. Provide feedback

5. Stimulate recall of prior learning

6. Gain attention of the students

7. Present the content

8. Assess performance

9. Enhance retention and transfer

10. Inform students of the objectives

V. Assignment

Search and make an outline for the next topic which is the John Keller’s ARCS Model of
Motivational Design.
Hudit, Ronalyn T.

BSE-SS 3-A

I. OBJECTIVES

After the discussion of the lesson, the students should be able to:

a. identify the elements of John Keller’s ARCS Model of Motivational Design;

b. demonstrate how the elements of the ARCS Model work in a classroom by a short
role play; and
c. acknowledge the importance of motivation in teaching and learning.

II. SUBJECT MATTER

a. TOPIC: John Keller’s ARCS Model of Motivational Design

b. VALUES INTEGRATION: Progress and Development
c. MATERIALS:
Visual Aids: marker, white board, cartolina, pictures, and colored paper for letter
cuts.
Audio Visual Aids: projector, laptop and speaker, cellphone
d. REFERENCES:

https://elearningindustry.com/arcs-model-of-motivation

http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCS-Handout-
v1.0.pdf

https://mylove4learning.com/arcs-model-and-instructional-design-motivation-in-
elearning/

III. LEARNING ACTIVITIES

A. PREPARATORY ACTIVITIES

 Classroom Management

 Prayer

 Checking of Attendance  

 Motivation

“WHISPER CHALLENGE”

The teacher will group the students into four. In the game, a message is given to
the first person in a line of people and then they are instructed to pass the message
on by whispering it in the ear of the next person in line. The message goes from
person to person until it reaches the end of the line, and that person announces the
message to the group. The fastest group with the accurate message will be the
winner and will receive a prize.
B. LEARNING ACTIVITIES

1. Presentation of the Lesson  

The teacher will play five short motivational clips and will ask the following
questions to the students:
1. What is motivation ?
2. Is it needed in teaching and learning process?
3. Are you motivated enough to learn our lesson for today?
2. Discussion
Concept Notes:

 John M. Keller

 American educational psychologist

 best known for his work on motivation in educational settings

 father of the ARCS model of motivational design.

 ARCS Model of Motivation

 systematic approach to designing motivational learning.

 Four Elements of ARCS Model

1. Attention - Attention could be obtained either by perceptual arousal or by

inquiry arousal.

a. Active participation - Through games, role plays or other type of

hands-on practice, learners are encouraged to become active
participants in the learning process.

b. Use of humor - Including short humorous stories or lighthearted

humor in the course can grab the attention of the audience.

c. Conflict - Present statements or facts that may be contrary to what

the learner knows or believe to be true. They’ll want to learn more
about the topic under discussion.

d. Variety -Offer alternative presentation forms and employing variety

of different media.

e. Real world examples - Inform the learners about the practical use
of the lesson in their daily lives by employing real life stories or
examples.

2. Relevance - Professionals are encouraged to use language, analogies or

stories to which the learner can relate.

a. Link to previous experience - Allow learners to establish

connections of the new information presented and what they already
know from previous experience.

b. Perceived present worth - Give a direct connection of how the

learning course will equip them with new skills that will help them to
resolve their current issues.
 c. Perceived future usefulness - The degree to which learners believe
in how the lesson will help them later in their real lives is an important
determinant of how much motivated will be to attend the learning
course.

d. Modeling - Set an example and offer presentations by those who

may present them with a model of success. Knowing that other people
have successfully applied the particular piece of knowledge or skill
presented, motivates learners.

e. Choice - Giving learners choice upon their own instructional strategy

is another factor that increases motivation.

3. Confidence – Teachers should instill a sense of confidence in learners by

helping them to believe that they can succeed.

a. Facilitate self-growth - Encourage learners to take small steps and

immediately show them their progress in the learning course.

b. Communicate objectives and prerequisites - Realizing that they

can achieve the goals and objectives of the learning course is another
motivating factor for them.

c. Provide feedback - Knowing where they stand is crucial in order for

learners to continue with the learning course.

d. Give learners control - Providing learners with some degree of

control over the learning process gives them a sense of independence
and that they are in control of their own success.

4. Satisfaction - Learners should be proud and satisfied of what they have

achieved throughout the learning course.

a. Praise or rewards - Present learners with some kind of reward as

they will leave them with the sense of achievement and recognition of
their efforts throughout the learning process.

b. Immediate application - Learners should feel that the skills or

materials that they are mastering will be useful in the future giving
inner satisfaction as they will find worthwhile the time, money, and
effort they’ve put.

 Guide Questions :

1 Who created the Arcs Model of Motivational Design?

2 What is the ARCS model all about?

3 Give methods or ways to accomplish the elements of the ARCS

Model.

3. Generalization

Motivation is a very important aspect of learning. The ARCS Model is a systematic

approach to designing motivational learning created by John M. Keller. It’s four
 elements; Attention, Relevance, Confidence, and Satisfaction play a vital role in
gaining learners’ motivation giving them the courage and full interest in learning
more.

1. What is the importance of motivation in learning?

2. How would you imagine a classroom without the presence of
motivation among the learners? Describe.
3. Aside from the elements present in the ARCS Model, what
other factor motivates you as a student?

C. ACTIVATE/APPLICATION

The students will be divided into four groups. Each group will demonstrate how the elements of
the ARCS Model assigned to them work in a classroom by a short role play presentation.

GROUP 1: Attention

GROUP 2: Relevance

GROUP 3: Confidence

GROUP 4: Satisfaction

Each group will be given five minutes to present. Every group will be graded according to the
rubric.

RUBRIC

Creativity 15 pts.

Relevance to the Topic 10 pts.

Teamwork 5 pts.

TOTAL 30 pts.

IV. EVALUATION

Direction: Read the questions and box the correct answer.

1. Professionals are encouraged to use language, analogies or stories to which the learner
can relate.
A. Attention
B. Relevance
C. Confidence
D. Satisfaction
2. Learners should be proud and satisfied of what they have achieved throughout the
learning course.
A. Attention
B. Relevance
C. Confidence
D. Satisfaction
3. It could be obtained either by perceptual arousal or by inquiry arousal.
 A. Attention
B. Relevance
C. Confidence
D. Satisfaction
4. Teachers should instill a sense of in learners by helping them to believe that
they can succeed.
A. Attention
B. Relevance
C. Confidence
D. Satisfaction
5. Knowing where they stand is irrelevant in order for learners to continue with the
learning course.
A. True
B. False
6. John N. Keller is the father of the ARCS Model of Motivational Design.
A. True
B. False
7. Providing learners with some degree of control over the learning process gives them a
sense of dependence.
A. True
B. False
8. Giving learners choice upon their own instructional strategy is not a factor that increases
motivation.
A. True
B. False
9. Realizing that they can achieve the goals and objectives of the learning course is
another motivating factor for them.
A. True
B. False
10. The degree to which learners believe in how the lesson will help them later in their real
lives is unnecessary determinant of how much motivated will be to attend the learning
course.
A. True
B. False

Answer key

1. B
2. D
3. A
4. C
5. B
6. B
7. B
8. A
9. B
10. B

V. ASSIGNMENT

Read and research about Reigeluth’s Elaboration Theory. Write it down in your notebooks to be
checked tomorrow

RONNIL F. FERNANDEZ

BSE-SS-3A
 I. Objectives

At the end of the lesson, the students are expected to:

a. Learn to identify the strength and weaknesses of Elaboration Theory;

b. Apply the 7 tips to use Elaboration Theory in online training/learning;
c. Appreciate the similarities of the theory to other theories by knowing their roles.

II. Subject matter

Topic: Elaboration Theory

Reference/s: https://k3hamilton.com/LTech/elaboration.html

Materials: Laptop, projector, visual aids, and letter cuts

Values Integration: Awareness of the students about Elaboration Theory

III. Learning Activities

a. Preliminary Activities

a. Greetings
b. Prayer
c. Checking of attendance
d. Review
e. Motivation

“PUZZLE ME”

The teacher will group the students into two (2). Each group will be given an envelope. The two
group envelopes contain the words “Elaboration” and “Theory”. The student will puzzle them.

b. Learning Activities

1. Presentation of the Lesson

The teacher will introduce the lesson by asking the following questions to the students:

1.) Do you have any ideas or concept on how to use Elaboration theory in online
learning/training? If so, cite some of your own ideas.
2.) How can you become a good teacher/ learner through the use of this theory?

2. Discussion

The teacher will discuss the following:

 7 Tips on how to use Elaboration Theory in online training/learning

1. Start with “Big Picture”
2. Use Elaboration Techniques
3. Make it micro
4. Put learners in the Driver’s seat
5. Summaries improve synthesis
6. Choose the Right Structure
7. Utilize Cognitive Cues
 Strengths and weaknesses of Elaboration Theory
 Similarities of elaboration theory to other models/theories

Discussion Questions:
 a. How can these tips help us to improve our teaching and learning ability?
b. What is the relevance of this theory in teaching?

3. Generalization

Start with the “Big Picture”, use elaboration techniques, make it micro, put learners in the
driver’s seat, summaries improve synthesis, choose the right structure, and utilize cognitive
cues. These are the 7 important tips in applying elaboration theory in online learning/training.

c. Application

The teacher will group the students into 3 groups. Each group will perform a short
presentation about the Elaboration theory.

 Group 1 - 7 tips of how to use Elaboration theory in online learning/training

 Group 2 – Strengths and weaknesses of Elaboration theory
 Group 3 – Similarities and differences of Elaboration theory to other theories

Criteria 3 – Excellent 2 – Moderate 1 – needs

improvement

Creativity Provides an excellent Provides a moderate Provides a Moderate

level of creativity level of creativity level of creativity but
consistently inconsistent

Relevance to the topic The presentation Relevance to the Relevance of the

consistently focuses topic is on the topic is inconsistent
on the given topic moderate level
only

Originality The whole Some part of the The whole

presentation was presentation was presentation was
originally composed taken on YouTube or obviously copied and
by the student other sites. slightly edited by the
student

IV. Evaluation
The teacher will give a quiz about the lesson

Test I. WEAKNESS OR STRENGTH

Direction: Write “Elaboration” if the statement is weakness of elaboration theory. Write

“Theory” if the statement is strength of elaboration theory. Write down the answer before the
number. Answers should be capitalized. (1pt. each)

1. It allows the learners to make many scope and sequence decisions on their own.
2. It facilitates rapid prototyping in instructional development process.
3. The sequence of instruction is holistic
4. Content needs to be fairly complex.
5. is no prescription for providing authentic/situated learning.

Test II. Enumeration

Direction: Enumerate the 7 tips of how to use Elaboration Theory in online learning/training.
(total= 5 points)

V. Assignment
 Direction: Read and search more information about the similarities and differences of
the Elaboration Theory to other theories. Take note of their important role to each
other.

MACARANAS, RENZ MARK C.

BSE-SS-3A

I. Objectives

At the end of discussion the students will be able to:

a. identify the 7 major strategy components of elaboration theory

b. create a slogan or visual representation of elaboration theory

c. share their insights about the effectiveness of using elaboration theory as an

instructional design

II. Subject matter

a. Topic: Elaboration theory by Charles Reigeluth

b. Values integration: practical technique in understanding broad topic

c. Instructional materials: markers,letter cuts,colored papers and cartolina

d. References: https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.instructionaldesign.org/theories/elaboration-
theory/&ved=2ahUKEwiF1p_k37ztAhW0NKYKHZeFBqAQFjAQegQIEhAB&usg=AOvVaw1Den
89ThtfsQ2huZLVgc27

https://www.google.com/url?
sa=t&source=web&rct=j&url=https://www.instructionaldesign.org/theories/elaboration-
theory/&ved=2ahUKEwiF1p_k37ztAhW0NKYKHZeFBqAQFjAQegQIEhAB&usg=AOvVaw1Den
89ThtfsQ2huZLVgc27

III. Learning Objectives

A. Preparatory activities

1. Classroom management

2. Prayer

3. Checking of attendance

4. Motivation:

Sing that word challenge

The teacher will divide the class into 5 groups and each group are cinsist of 8
members. The teacher will show a word related to the topic and then the players
will use that word to form a song. The 5 groups will have 5 minutes to take the
challenge.

B. Learning activities

1. Presentation of the lesson

 The teacher will present a short video clip regarding elaboration theory

The teacher will ask the following questions

1. What are the advantages of using elaboration theory as instructional design?

2. What are the 7 major strategy components of elaboration theory?

3. Why elaboration theory is important as instructional design?

2. Discussion

According to Reigeluth (1999), Elaboration Theory has the following values:

 It values a sequence of instruction that is as holistic as possible, to foster

meaning-making and motivation
 It allows learners to make many scope and sequence decisions on their own
during the learning process
 It is an approach that facilitates rapid prototyping in the instructional
development process
 It integrates viable approaches to scope and sequence into a coherent design
theory
The Seven Steps in Elaboration
1. Sequence
This simple to complex procedure can take many forms such as an overview,
advance organizer, or spiral curriculum. This sequence is one in which the
general ideas epitomize rather than summarize, and the epitomizing is
organized on the basis of a single type of content:

 Conceptual — Concepts are certain sets of objects, events, or symbols

that have certain common characteristics.
 Procedural — Procedures are sets of actions intended to achieve an
end.
 Theoretical — Principles are changes in something else, generally
denoting cause and effect.

2. Organize:
The second step elaborates upon organizing the content in the first level.
This process continues in the same way as the first step of Sequence. The
relationships that result between the levels are organized according to
content. At each level the expanded epitome is used to create a means to
elaborate upon the next level.

3. Summarization
In order to systematically review what has already been learned, a
“summarizer” (defined as a concise generality for each topic presented in
the elaboration (Ely & Plomp, 1996)) is created. A summarizer provides a
concise statement of each idea, an example.

4. Synthesize
This step integrates and interrelates the ideas taught thus far. The goal is
to facilitate deeper understanding, meaningfulness, and retention in
regards to the content area.

5. Analogy
 Analogy is the use of a familiar idea or concept to introduce or define a
new idea or concept. Analogies aid the trainer in reaching the learner's
field of experience. Presenting analogies throughout the instruction helps
the learners to build on their present knowledge or skills.

6. Cognitive-Strategy Activator
There are two categories of cognitive-strategy activators:

Imbedded — Uses pictures, diagrams, analogies, and other elements that

force the learner to interact with the sequence and content.
Detached — Causes the learner to employ a previously acquired cognitive
skill.
7. Learner Control
Learner Control deals with the freedom of the learner to control the
selection and sequencing of such instructional elements as content, rate,
components (instructional-strategy), and cognitive strategies.

Guide questions
1. How can we maximize the use of elaboration theory?
2. How can we apply the strategies of elaboration theory in learning?
3. How can the elaboration theory help us in understanding broad
topic?

3. Generalization
Instructional Design Models, Theories & Methodology:

This theory was given by Charles Reigeluth (Indiana University) and associates in
late 1970s. It is a model for sequencing and organizing courses of instruction.

This theory is an extension of Ausubel's advance organizers and Bruner's spiral

curriculum.
It is a descriptive theory concerned with the manner in which the cognitive domain
(as described by Gagne) is structured.
The theory is a model for making scope and sequence decisions, to simplify the
content or task. For Reigeluth this is a strategy for conceptual presentation in
which concepts are organized and presented in increasing order of complexity.
This is a "chunking down".Initially the instructor can use basic ideas to represent
the content of the lesson and then details and variations can be filled in later
classes. In each lesson the earlier ideas,skills are briefly reviewed. A main
component of this theory is for the learners to identify meaningful ways to apply
the information or skills learned by them in the real world.
1. In your own words define the elaboration theory?
2. As a student what are your techniques in studying broad topic?
3. How can we properly apply the elaboration theory in our study?

C. Activate/Application

The teacher will ask the students to create a slogan or any visual representation of
elaboration theory, each student will choose one partner from his/her classmates to
create the slogan/visual representation then after 10 minutes each pair will present
their output.

Criteria

Creativity 40%
 Content 30%

Presentation 20%

Neatness 10%

__________________

Total- 100

IV Evaluation

I. Instructions: Encircle the letter of correct answer.

1. It is the most important step in Elaboration theory. It can take many forms such as
advance organizer, spiral curriculum or an overview

a. Procedural sequence

b. Theoretical sequence

c. Elaborative sequence

d. Conceptual sequence

ans. C. Elaborative sequence

2. It is the model for sequencing and organizing courses of Instructions.

a. Elaboration theory

b. Ausbel's advance organizer

c. Brunet's curriculum

d. None of the above

ans. a. Elaboration theory

3. It is used when there are many related principles to be learned.

a. Procedural sequence

b. Theoretical sequence

c. Conceptual sequence

d. Elaborative sequence

ans. b. Theoretical sequence

4. Two major concepts of elaboration theory

a. Scope and Sequence

b. Availability and timelines

c. Content and technique

d all of the above

ans. a. Scope and Sequence

 II. Enumeration

7 major strategy components

3 types of sequencing

Key answers in enumeration

7 major strategy components

1. Elaborative sequence
2. Organize
3. Summarize/Summarization
4. Synthesize
5. Analogy
6. Cognitive-strategy activator
7. Learner's control

3 types of sequencing
1. Conceptual sequence
2. Theoretical sequence
3. Procedural sequence

V. Assignment

The teacher will ask the students to answer the following questions.
1. What are the strengths of elaboration theory?
2. What are the weaknesses or disadvantages of using elaboration theory as
instructional design?
3. Elaboration theory have 7 major strategy components. With these 7 strategies, what
do you think is the most practical to use in understanding broad topic?

SORIANO, VAN LAWRENCE C.

BSE-SS-3A

I. OBJECTIVES

After the discussion of the lesson, the students should be able to:
1. Classify different constructivism principles in learning social studies
2. Present level of experience acquaint from their background knowledge and;
3. Appreciate the different elements and principles of constructivism in learning
social studies.
II. SUBJECT MATTER
Topic: Constructivism as a tool in Social Studies
Values Integration: Appreciation
Materials: Video presentation, Online pictures, Laptop, Cellphone, White Board Marker,
White Board.
Reference:
https://courses.lumenlearning.com/teachereducationx92x1/chapter/constructivism-
and-social-constructivism-in-the-classroom/
https://www.wgu.edu/blog/what-constructivism2005.html#:~:text=Constructivism
%20is%20an%20important%20learning,your%20experiences%20as%20a
%20learner.
http://www.jcreader.com/pdf (this web can’t be copy or paste the link).
III. LEARNING ACTIVITIES

A. PREPARATORY ACTIVITIES
1. Classroom Management
2. Prayer
3. Checking of attendance
4. Motivation

BE GUIDED
The students will be divided into 3 groups naming A, B, C they are
ask to stand and the teacher will introduce different Pictures that
the students will choose whether it is the right answer from the
following questions. The questions relate how the student
remember their past experiences. Guiding by some ckues the
student will somehow recall what that lesson or experience it
might be.
B. LEARNING ACTIVITIES

1. PRESENTATION OF THE LESSON

The Constructivism is a theory that focuses on the learners
experiences, this theory has been discussed in field of education,
for the start of the lesson the teacher will present a video
presentation that will introduce the use of constructivism in every
area of teaching.

 What Constructivism approach you’ve learn from the

presentation
 How will you apply this knowledge to your present
knowledge?

2. DISCUSSION
Learning in Social Studies Through the use of
Constructivism

- Educators used common expressions to illustrate the

concept of constructivism simply. However, what actually
mean these phrases are? How can social studies teachers
turn them into practical pedagogical practice?.
Constructivism in social studies provides the teachers to
describe virtually all kind of learning experiences that calls
upon previous knowledge of students. In reality, teachers
translates and interpret these lessons to be more
understandable and may be able to give students the
exact and straight meanings and connection of their
previous known knowledge to the present which will they
have to learn by using past experiences.

USING THE ELEMENTS AND PRINCIPLES OF

CONSTRUCTIVISM IN SOCIAL STUDIES

The teaching of social studies in schools as a core subject permits

student to broaden their intellectual and cultural horizons through
dealing with multi-faceted social reality. Due to being ‘social,’ the
social studies classroom is the best place to motivate the student
to question the prevalent social norms and their understanding of
what “reality” really is. But what will we use as guide to help
students apply previous knowledge to the present knowledge?
There are many specific elements and principles of constructivism
that may shape the way the theories of the following lesson under
social studies and this will serve as an effective tool of
constructivism that will help teachers and student to learn in the
field of Social Studies.

Knowledge is constructed.

This is the basic principle, meaning that knowledge is built upon

other knowledge. Students take pieces and put them together in
their own unique way, building something different than what
another student will build. The student’s previous knowledge,
experiences, beliefs, and insights are all important foundations for
their continued learning. In social studies this principle takes place
in the phase which students learn in the subject History,
educators tends to create a space on a plan to teach history little
by little. This is a principle often use as a strategy to make an
space by which student will learn a part of the past that has a
connection to the next lesson and make them think some insights
of the continued phenomena and will give them hint to their past
history lessons.

People learn to learn, as they learn.

Learning involves constructing meaning and systems of meaning.

For example, if a student is learning the chronology of dates for a
series of historical events, at the same time they are learning the
meaning of chronology. If a student is writing a paper about
history, they are also learning principles of grammar and writing
as well. Each thing we learn gives us a better understanding of
other things in the future.

Learning is an active process.

Learning involves sensory input to construct meaning. The learner

needs to do something in order to learn, it’s not a passive activity.
Learners need to engage in the world so they are actively involved
in their own learning and development. You can’t just sit and
expect to be told things and learn, you need to engage in
discussions, reading, activities, etc. Mostly social studies activities
are participating in the new ways of performances such as role
playing the past events or reoccurring other cultures and
traditions and sometimes students are well trained to master
others nations arts or dialects as part of the curricula in social
studies.

Learning is a social activity.

Learning is directly associated to our connection with other

people. Our teachers, our family, or peers, and our acquaintances
impact our learning. Educators are more likely to be successful as
they understand that peer involvement is key in learning. Isolating
 learnings isn’t the best way to help students learn and grow
together. Progressive education recognizes that social interaction
is key to learning and they use conversation, interaction, and
group applications to help students retain their knowledge.
Community and school activities are involved in learning in social
studies, students are prepared to have research or participate in
social involvement because the aim of social studies is to cultivate
qualities, attitudes, skills, behaviors in students, and to develop
patterns of relationships that will help us overcome our social
problems

Guide Questions:
1. How does these principles help you to become more attentive
in class?
2. What are the experiences you have gain in this lesson?

3. GENERALIZATION

Constructivism can be defined as a style of teaching that

priorities the student as an agent of knowledge acquisition and
understanding. Constructivism is based on the idea that
people actively construct or make their own knowledge, and
that reality is determined by your experiences as a learner.
Basically, learners use their previous knowledge as a
foundation and build on it with new things that they learn. So,
everyone’s individual experiences make their learning unique
to them. As is it generally known. Learning is described as an
experience.

1. What are the different elements use in constructivism?

2. How can you identify this elements?

C. ACTIVATE/APPLICATION

Student will make a short performances of any topic they

have learn in their subject Arallin Panlipunan, they are able to
choose any forms of presentation as long as they are their
background knowledge and the important part is if they perform it
happily.

CRITERIA GOOD VERY GOOD EXCELLENT

(20%) (20%) (25%)

The presentation The presentation is The presentation is

performed smoothly performed smoothly amazingly performed
ENTERTAINING and fun. Presentation and fun. Presentation smoothly and fun.
is perform in fun and is perform in fun and Presentation is perform
education purpose. education purpose. in fun and education
purpose.

Good presentation of Very good presentation Amazing presentation

CREATIVENESS AND the performance with of the performance of the performance
GOOD new and current with new and current with new and current
INFORMATION information with their information with their information with their
DELIVERY background background background
knowledge. knowledge. knowledge.

IV. EVALUATION

Test I. Direction: Identify what is asked. (x2)

_________1. The style of teaching that focuses on the students learning

experiences.

_________2. Basic principle that uses the students previous knowledge to create
new knowledge

_________3. _______ said that social studies must use constructivism.

_________4. Engaging the ____ is key to successful learning.

_________5. The _____ are the agent of knowledge.

_________6. It is a multi-faceted cover subject that uses different teaching style

but mostly used principles in the style constructivist.

_________7. The principle of constructivism that engage in learning by not only in

reading, writing and watching but it extends the learning in some way.

_________8. The numbers of principles to be used in learning social studies.

_________9. The thing educators need to engage to make the learners focus and
have fun in the lesson.

_________10. This is also a part of society, which also involve to make student
learn not only in the school but also in ____.

KEY ANSWERS:

1. Constructivism
2. Knowledge is constructed
3. Educators
4. Mind
5. Learners
6. Social studies
7. Learning is an active process
8. 8
9. Motivation
10. Community
11.

Test II. ESSAY (10pts)

As a student how will you use your experiences to help other to

experience what you have been experience.

V. ASSIGNMENT
 For your assignment, you will conduct some mini research by
asking question to your guardian, grandmother/grandfather or to
any adult in your house regarding to what kind of experiences
they experience in studying in social studies.

CARANTO, JESSIE P.
BSE-SS-3A

I. OBJECTIVES

After the discussion of the lesson, the students should be able to:
1. Identify the learning style in social studies through the use of constructivism;
2. Demonstrate their existing knowledge in constructivism; and
3. Appreciate the different elements and principles of constructivist in learning
social studies.

II. SUBJECT MATTER

Topic- Constructivism as a tool in Social Studies
Values Integration- Appreciation
Materials- Video presentation, Online pictures , Laptop, Cellphone
Reference-
https://courses.lumenlearning.com/teachereducationx92x1/chapter/constructivism-
and-social-constructivism-in-the-classroom/
https://www.wgu.edu/blog/what-constructivism2005.html#:~:text=Constructivism
%20is%20an%20important%20learning,your%20experiences%20as%20a
%20learner.
http://www.jcreader.com/pdf

III. LEARNING ACTIVITIES

A. PREPARATORY ACTIVITIES
1. Classroom Management
2. Prayer
3. Checking of attendance
4. Motivation

CHOOSE ME!
The chosen students will choose a number flash on screen each
number consist of different questions then they have to answer
and share with the class.

B. LEARNING ACTIVITIES
1. PRESENTATION OF THE LESSON
The teacher will present a 2-3 minutes video clip with regard
to Constructivism approach and will ask the following questions

 What Constructivism approach you’ve learn from your

previous knowledge
 How will you apply this knowledge to your present
knowledge?

2. DISCUSSION
Learning in Social Studies Through the use of
Constructivism

- Educators used common expressions to illustrate the

concept of constructivism simply. However, what actually
mean these phrases are? How can social studies teachers
turn them into practical pedagogical practice?.
Constructivism in social studies provides the teachers to
describe virtually all kind of learning experiences that calls
upon previous knowledge of students. In reality, teachers
translates and interpret these lessons to be more
understandable and may be able to give students the
exact and straight meanings and connection of their
previous known knowledge to the present which will they
have to learn by using past experiences.
-
USING THE ELEMENTS AND PRINCIPLES OF
CONSTRUCTIVISM IN SOCIAL STUDIES

The teaching of social studies in schools as a core subject permits

student to broaden their intellectual and cultural horizons through
dealing with multi-faceted social reality. Due to being ‘social,’ the
social studies classroom is the best place to motivate the student
to question the prevalent social norms and their understanding of
what “reality” really is. But what will we use as guide to help
students apply previous knowledge to the present knowledge?
There are many specific elements and principles of constructivism
that may shape the way the theories of the following lesson under
social studies and this will serve as an effective tool of
constructivism that will help teachers and student to learn in the
field of Social Studies.

Learning is contextual.

Students don’t learn isolated facts and theories separate from the
rest of our lives—we learn in ways connected to things we already
know, what we believe, and more. The things we learn and the
points we tend to remember are connected to the things going on
around us. Retelling of past phenomena are also retelling of
reality which involve history, this principle uses to tell students
that the lessons we learn from social studies aren’t far from reality
but are well totally anticipating the question that ask if it is the
real or not.

Knowledge is personal.

Because constructivism is based on your own experiences and

beliefs, knowledge becomes a personal affair. Each person will
have their own prior knowledge and experiences to bring to the
table. So the way and things people learn and gain from
education will all be very different. Unlike other subjects, this
constructivism principle in this side of the social studies is know as
the students literacy in social sciences learning this include the
past knowledge that is taught by their parents that serve as the
 passive belief of the student that can’t be replace but can
develop.

Learning exists in the mind.

Hands-on experiences and physical actions are necessary for

learning, but those elements aren’t enough. Engaging the mind is
key to successful learning. Learning needs to involve activities for
the minds, not just our hands. Mental experiences are needed for
retaining knowledge. Date, event and phenomena memorization is
known in the field of Social Studies, students are trained to hold
information that is not only written on the book but is also from
the genaral information.

Motivation is key to learning.

Students are unable to learn if they are unmotivated. Educators

need to have ways to engage and motivate learners to activate
their minds and help them be excited about education. Without
motivation, it’s difficult for learners to reach into their past
experience and make connections for new learning. Motivating in
the subjects of social studies uses past lessons, teachers also uses
occurring and trend news and information that could motivate
students in 21st century.

Guide Questions:
1. How does this elements improve your learning styles?
2. What are the learning strategies you’ve gain from this
lesson?

3. GENERALIZATION

Constructivism can be defined as a style of teaching that

priorities the student as an agent of knowledge acquisition and
understanding. Constructivism is based on the idea that
people actively construct or make their own knowledge, and
that reality is determined by your experiences as a learner.
Basically, learners use their previous knowledge as a
foundation and build on it with new things that they learn. So,
everyone’s individual experiences make their learning unique
to them. As is it generally known. Learning is described as an
experience.

3. What are the different elements use in constructivism?

4. How can you identify this elements?
5.
C. ACTIVATE/APPLICATION

Student will make a caricature that has a symbol of what they

have learn in their past subjects or lessons in Araling Panliounan. Their
output is graded through a rubric.

CRITERIA GOOD VERY GOOD EXCELLENT

(20%) (20%) (25%)
 Good use of Awesome and great Amazing and great use
imagination, labels are use of imagination. of imagination. Labels
CREATIVITY quite understandable. Labels of forms and of forms and good look
good look make the make the output clear
output clear to to understand in first
understand. look.

Good presentation of Great presentation of Amazing presentation

CLEARNESS OF details, detailed details, fully detailed of details, fully detailed
MEANING masterpiece. masterpiece. masterpiece.

IV. EVALUATION

Test I. Direction: Identify what is asked. (x2)

_________1. The style of teaching that focuses on the students learning

experiences.

_________2. The things we learn and the points we tend to remember are
connected to the things going on around us.

_________3. They said knowledge begins in the students own experience.

_________4. Engaging the ____ is key to successful learning.

_________5. The principle which talks about the personal experiences of the
students prior knowledge.

Key Answers:

1. Constructivism
2. Learning is contextual
3. Mind
4. Mind
5. Knowledge is personal

Test II. Direction: True or False (x2)

_________1. English is a multi-faceted cover subject that uses different teaching

style but mostly used principles in the style constructivist.

_________2. The learning is an active process principle of constructivism is that

engage in learning by not only in reading, writing and watching but it extends the
learning in some way.

_________3. There are 10 principles of constructivism that can be use in social

studies.

_________4. Teachers are the one who is responsible for receiving knowledge.

_________5. The student must only work on the school in subject social studies.
 Key Answers:

1. False
2. True
3. False
4. False
5. False

Test II. ESSAY (10pts)

What are the experiences you can use to help the community improve
more and become more student friendly?

V. ASSIGNMENT

Read the next lesson and write some insights regarding how you
can use this previous lesson to learn on to this next lesson.

MANIPON, EMERALD C.

BSE-SS-3A

I. OBJECTIVES

At the end of the discussion, the students will be able to:

a. understand Project Based Learning and Identify Its Essential Project Design Elements

b. demonstrate things they learn about Project Based Learning through project making; and

c. realize the significance of the Gold Standard PBL: Essential Project Design Elements in
education

II. SUBJECT MATTER

Topic: Project Based Learning: Gold Standard PBL: Essential Project Design Elements

Values Integration: Commitment and efficiency

Materials: Instructional Materials, Charts and Flash Cards, Video Presentation

References: https://en.m.wikipedia.org/wiki/Project-based_learning

https://www.pblworks.org/what-is-pbl

https://youtu.be/w0iQgStGND4

III. Learning Activities

a. Preparatory Activities

1. Classroom Management

2. Prayer
3. Checking of attendance

4. Motivation
The Tower

The students will be divided into five groups, each of the group will be given 20 pieces of bond
papers. The objective of this activity is to make a tower regardless of the style as long as the
student will use the bond paper given by the teacher. The students will be given 10 minutes to
build their tower. The group with the highest and the strongest tower will be the winner.

b. Learning Activities

1. Presentation of the Lesson

The teacher will play a 3 minute video about instructional designs and present the main
topic after the short video.

2. Discussion

What Is Project Based Learning?

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic

classroom approach in which it is believed that students acquire a deeper knowledge through
active exploration of real-world challenges and problems. Students learn about a subject by
working for an extended period of time to investigate and respond to a complex question,
challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts
with paper-based, rote memorization, or teacher-led instruction that presents established facts
or portrays a smooth path to knowledge by instead posing questions, problems or scenarios.

Structure of PBL

Project-based learning emphasizes learning activities that are long-term, interdisciplinary

and student-centered. Unlike traditional, teacher-led classroom activities, students often must
organize their own work and manage their own time in a project-based class. Project-based
instruction differs from traditional inquiry by its emphasis on students' collaborative or individual
artifact construction to represent what is being learned.

The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project
Learning, PBL Works promotes a research-informed model for “Gold Standard PBL .” The Gold
Standard PBL model encompasses two useful guides for educators:

Seven Essential Project Design Elements

1. A Challenging Problem or Question

2. Sustained Inquiry

3. Authenticity

4. Student Voice & Choice

5. Reflection

6. Critique & Revision

7. Public Product

3. Generalization
 Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic
classroom approach in which it is believed that students acquire a deeper knowledge through
active exploration of real-world challenges and problems. Unlike traditional, teacher-led
classroom activities, students often must organize their own work and manage their own time
in a project-based class. Project-based instruction differs from traditional inquiry by its
emphasis on students' collaborative or individual artifact construction to represent what is being
learned. PBL Gold Standards help ensure students in getting the main course and are engaging
in quality Project Learning,

1. Is itnecessary to find the right Instructional Design to be use in teaching? Why?

2. As a student what do you think are the benefits of PBL?

3. Why do you think it is essential to use PBL in education?

c. Application

The class will be group into 5, Each group will be asked to create a diorama which
contain things that they learned from the discussion. Students are free to use any materials of
their choice. A final output should be submitted on the next meeting

The final Output will be graded with the following criteria

Criteria

Content 20

Creativity 10

Teamwork 5

Overall Presentation 15

Total: 50 points

IV. Evaluation: Read each questions carefully. Write T if the statement is true and if not
change the underlined word to make the statement correct.

______1 Project-based learning emphasizes learning activities that are long-term,

interdisciplinary and teacher-centered.

______2. Project-based instruction is the same from traditional inquiry by its emphasis on
students' collaborative or individual artifact construction to represent what is being learned.

______3. Project-based learning (PBL) involves a dynamic classroom approach in which it is

believed that students acquire a deeper knowledge through active exploration of real-world
challenges and problems.

______4. Manage Activities is one of the Seven Essential Project Design Elements.

5-10 Give the 7 Essential Project Design Elements of Project Based Learning

V. Assignment:
 Watch the video on this link https://youtu.be/IDBsgzcG-MQ and write a reflection paper
about the things you learned from the video. Write it on your notebook.

PAED, DAVE RYAN G.

BSE-SS-3A

I. OBJECTIVES

At the end of the discussion, the students will be able to:

a. explain Project Based Learning its history and Identify Project Based Teachig Practices;

b. exercise things they learn about Project Based Learning: Teaching Practices through project
making; and

c. reflect on the importance of Project Based Learning: Teaching Practices on the learning
process.

II. SUBJECT MATTER

Topic: Project Based Learning: Teaching Practices

Values Integration: Commitment, Efficiency , Respect, Teamwork

Materials: Instructional Materials, Charts and Flash Cards, Video Presentation

References: https://en.m.wikipedia.org/wiki/Project-based_learning

https://www.pblworks.org/what-is-pbl

https://youtu.be/3v8uhuO-2IE

III. Learning Activities

a. Preparatory Activities

1. Classroom Management

2. Prayer

3. Checking of attendance

4. Motivation
The Blind Artist
The teacher will group the class with a member of 4 students. Each group will be asked
to have one artist and the remaining members will serve as descriptors. Each group will be
asked to choose a piece of drawing that is relevant to the topic that the teacher prepared
before the class starts. The artist will be blindfolded and the 3 members will serve as guides for
the artist to draw it correctly.

b. Learning Activities

1. Presentation of the Lesson

 The teacher will play a 3 minute video about the history of PBL and present the main
topic after the short video.

2. Discussion

What Is Project Based Learning?

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic

classroom approach in which it is believed that students acquire a deeper knowledge through
active exploration of real-world challenges and problems. Students learn about a subject by
working for an extended period of time to investigate and respond to a complex question,
challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts
with paper-based, rote memorization, or teacher-led instruction that presents established facts
or portrays a smooth path to knowledge by instead posing questions, problems or scenarios.

History of PBL

John Dewey is recognized as one of the early proponents of project-based education or at

least its principles through his idea of "learning by doing". In My Pedagogical Creed (1897)
Dewey enumerated his beliefs including the view that "the teacher is not in the school to
impose certain ideas or to form certain habits in the child, but is there as a member of the
community to select the influences which shall affect the child and to assist him in properly
responding to these. For this reason, he promoted the so-called expressive or constructive
activities as the centre of correlation. Educational research has advanced this idea of teaching
and learning into a methodology known as "project-based learning". William Heard Kilpatrick
built on the theory of Dewey, who was his teacher, and introduced the project method as a
component of Dewey's problem method of teaching

Structure of PBL

Project-based learning emphasizes learning activities that are long-term, interdisciplinary

and student-centered. Unlike traditional, teacher-led classroom activities, students often must
organize their own work and manage their own time in a project-based class. Project-based
instruction differs from traditional inquiry by its emphasis on students' collaborative or individual
artifact construction to represent what is being learned

Seven Project Based Teaching Practices.

-help teachers, schools, and organizations improve, calibrate, and assess their practice.

1. Design & Plan

Teachers create or adapt a project for their context and students, and plan its implementation
from launch to culmination while allowing for some degree of student voice and choice.

2. Align to Standards

Teachers use standards to plan the project and make sure it addresses key knowledge and
understanding from subject areas to be included.

3. Build the Culture

Teachers explicitly and implicitly promote student independence and growth, open-ended
inquiry, team spirit, and attention to quality.

4. Manage Activities
Teachers work with students to organize tasks and schedules, set checkpoints and deadlines,
find and use resources, create products and make them public.

5. Scaffold Student Learning

Teachers employ a variety of lessons, tools, and instructional strategies to support all students
in reaching project goals.

6. Assess Student Learning

Teachers use formative and summative assessments of knowledge, understanding, and success
skills, and include self and peer assessment of team and individual work.

7. Engage & Coach

Teachers engage in learning and creating alongside students, and identify when they need skill-
building, redirection, encouragement, and celebration.

3. Generalization

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic

classroom approach in which it is believed that students acquire a deeper knowledge through
active exploration of real-world challenges and problems. Unlike traditional, teacher-led
classroom activities, students often must organize their own work and manage their own time
in a project-based class. Project-based instruction differs from traditional inquiry by its
emphasis on students' collaborative or individual artifact construction to represent what is being
learned. John Dewey is recognized as one of the early proponents of project-based education or
at least its principles through his idea of "learning by doing".In My Pedagogical Creed (1897)
Dewey enumerated his beliefs including the view that "the teacher is not in the school to
impose certain ideas or to form certain habits in the child, but is there as a member of the
community to select the influences which shall affect the child and to assist him in properly
responding to these. To help ensure students are getting the main course and are engaging in
quality Project Learning, There are seven project based teaching practices

1. Why is it necessary to find the right Instructional Design to be use in teaching? Why?

2. As a student what do you think are the benefits of PBL?

3. Why do you think Project Based Learning: Teaching Practices is essential on the learning
process?

c. Application

The class will be group into 5, Each group will be asked to create a PBL symbol or a
graphic representation of what they have learned on the topic. The students are free to use any
materials of their choice.

The final Output will be graded with the following criteria

Criteria

Symbolism 20

Creativity 10

Teamwork 5
Overall Presentation 15

Total: 50 points

IV. Evaluation:

MODIFY TRUE OR FALSE: Read each questions carefully. Write T if the statement is true and
if not change the underlined word to make the statement correct.

______1 Project-based learning emphasizes learning activities that are long-term,

interdisciplinary and teacher-centered.

______2. John Dewey is recognized as one of the early proponents of project-based education
or at least its principles through his idea of "learning by studying"

______3. In My Pedagogical Creed (1897) Dewey enumerated his beliefs about project based
learning

______4.John Dewey promoted the so-called expressive or constructive activities as the centre
of correlation

______5. Educational research has advanced the idea of John Dewey of teaching and learning
into a methodology known as "project-based learning".

Identification: Read each questions carefully. Identify what is being asked. Write your
answers on the space provided.

__________1. It employs a variety of lessons, tools, and instructional strategies to support all
students in reaching project goals.

__________2. help teachers, schools, and organizations improve, calibrate, and assess their
practice.

__________3. He built on the theory of Dewey, who was his teacher, and introduced the
project method as a component of Dewey's problem method of teaching.

__________4. Teachers use standards to plan the project and make sure it addresses key
knowledge and understanding from subject areas to be included.

__________5.Teachers use formative and summative assessments of knowledge,

understanding, and success skills, and include self and peer assessment of team and individual
work.

V. Assignment:

Watch the video on this link https://youtu.be/3v8uhuO-2IE and write a reflection paper about
the things you learned from the video. Write it on your notebook.