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    Strategies in Teaching AP

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    Kaiser Bejarin
    The document discusses several teaching strategies that can be used when teaching Araling Panlipunan (social studies), including: 1. The tri-questions approach which asks students what happened, why it happened, and what the consequences were. 2. The social analysis model which involves identifying issues/situations, analyzing them by reading materials and discussions, and drawing conclusions. 3. The cause and effect approach where students read a text, complete a cause-effect diagram, and discuss outcomes. 4. Other strategies mentioned are moral dilemmas, think-pair-share, clock buddies for partnering students, and using graphic organizers to visually represent relationships between ideas.

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    Strategies in Teaching AP

    Uploaded by

    Kaiser Bejarin
    158 views29 pages
    The document discusses several teaching strategies that can be used when teaching Araling Panlipunan (social studies), including: 1. The tri-questions approach which asks students what happened, why it happened, and what the consequences were. 2. The social analysis model which involves identifying issues/situations, analyzing them by reading materials and discussions, and drawing conclusions. 3. The cause and effect approach where students read a text, complete a cause-effect diagram, and discuss outcomes. 4. Other strategies mentioned are moral dilemmas, think-pair-share, clock buddies for partnering students, and using graphic organizers to visually represent relationships between ideas.

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    The document discusses several teaching strategies that can be used when teaching Araling Panlipunan (social studies), including: 1. The tri-questions approach which asks students what happened, why it happened, and what the consequences were. 2. The social analysis model which involves identifying issues/situations, analyzing them by reading materials and discussions, and drawing conclusions. 3. The cause and effect approach where students read a text, complete a cause-effect diagram, and discuss outcomes. 4. Other strategies mentioned are moral dilemmas, think-pair-share, clock buddies for partnering students, and using graphic organizers to visually represent relationships between ideas.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    158 views29 pages

    Strategies in Teaching AP

    Uploaded by

    Kaiser Bejarin
    The document discusses several teaching strategies that can be used when teaching Araling Panlipunan (social studies), including: 1. The tri-questions approach which asks students what happened, why it happened, and what the consequences were. 2. The social analysis model which involves identifying issues/situations, analyzing them by reading materials and discussions, and drawing conclusions. 3. The cause and effect approach where students read a text, complete a cause-effect diagram, and discuss outcomes. 4. Other strategies mentioned are moral dilemmas, think-pair-share, clock buddies for partnering students, and using graphic organizers to visually represent relationships between ideas.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 29

    TEACHING

    STRATEGIES
    Araling
    Panlipunan
    SHERYL G. IBALLA
    A. TRI-QUESTIONS APPROACH ni Gary
    Goulson
    ( Pangyayari sa kasaysayan o araling
    kontemporaryo)
    MGA TANONG MGA SAGOT

    1.Ano ang nangyari?

    2. Bakit ito nangyari?

    3. Ano ang
    kinahinatnan ng
    B. SOCIAL ANALYSIS MODEL ni James Shaver
    ( Pagsusuri sa mga isyung panlipunan)

    1. Paglalahad ng isyu/sitwasyon
    Pagpapakita ng larawan, pagpaparinig ng
    awitin o pagpapakita ng video clip

    2. Pagtukoy sa isyu
    Pamprosesong Tanong
    SOCIAL ANALYSIS MODEL
    3. Pagsusuri sa isyu
    -Pagbabasa ng kwento o anumang
    artikulo
    -Panonood ng video clip

    4. Pagtatapos
    Mga gabay na tanong
    C. CAUSE AND EFFECT APPROACH
    ni Susan Barnes

    1. Pagpapabasa ng teksto
    2. Pagsagot sa cause-effect diagram
    3. Pagtalakay

    PANGYAYARI SANHI BUNGA


    D. MORAL DILEMMA MODEL ni Barry Beyer
    ( Isyu/sitwasyon sa pagitan ng dalawang
    alternatibo )

    1.Paglalahad ng dilema
    2. Paglikha ng dibisyon sa aksyon
    3. Talakayan ng mga grupo
    4. Talakayan sa klase
    5. Pagtatapos
    E. THINK-PAIR-SHARE ni Frank Lyman
    - a cooperative discussion strategy
    How Does It Work?
    1) Think. The teacher provokes students' thinking
    with a question or prompt or observation. The
    students should take a few moments (probably not
    minutes) just to THINK about the question.

    2) Pair. Using designated partners (such as with


    Clock Buddies), nearby neighbors, or a deskmate,
    students PAIR up to talk about the answer each
    came up with. They compare their mental or written
    notes and identify the answers they think are best,
    most convincing, or most unique.
    3) Share. After students talk in pairs for a
    few moments (again, usually not minutes),
    the teacher calls for pairs to SHARE their
    thinking with the rest of the class. She can
    do this by going around in round-robin
    fashion, calling on each pair; or she can
    take answers as they are called out (or as
    hands are raised). Often, the teacher or a
    designated helper will record these
    responses on the board or on the overhead.
    F. CLOCK BUDDIES
    -A quick and easy way to create pairs
    for partnered activities while avoiding
    the problem of kids always having the
    SAME partners. It begins with a clock
    face, with slots for names extending
    from each hour on the dial.
    G. PAGGAMIT NG IBA’T IBANG URI NG
    GRAPHIC ORGANIZER

    Kahulugan:
    1. Biswal na pagpapakita ng
    ugnayan ng mga ideya at konsepto
    gamit ang mga linya, kahon, at iba’t
    ibang hugis.
    2. A graphic organizer is a visual and graphic
    representation of relationships among ideas
    and concepts.
    This instructional tool comes in a variety of
    formats—that help students process information
    they’ve
    gathered and organize their ideas.
    We generally design graphic organizers to
    follow one of four patterns of knowledge:
    hierarchical,conceptual, sequential, and cyclical
    (Bromley et al., 1995).
    Why Use Graphic Organizers?
    It makes teaching and learning rewarding. Visually
    appealing and accessible to both struggling and
    advanced students, graphic organizers help students to:
    • connect prior knowledge to new information
    (Guastello, 2000);
    • integrate language and thinking in an organized
    format (Bromley et al., 1995);
    • increase comprehension and retention of text (Boyle
    & Weishaar, 1997; Chang, K. et al, 2002; Moore &
    Readence, 1984);
    • engage in mid- to high levels of thinking along
    Bloom’s Taxonomy(application, analysis, evaluation, and
    synthesis) (Dodge, 2005).
    Comparison-Contrast Charts
    *useful for
    looking a two
    quantities and
    determining
    in what ways
    they are
    similar and in
    what ways
    they are
    different.

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