STUDY GUIDE

Chapter 8. THE TEACHING OF ARALING PANLIPUNAN

I. Goal and Scope of Teaching and Learning of Araling Panlipunan.

A. Goals

i. Analytical

ii. Creative

iii. Responsible

iv. Productive

v. Care for the Environment

vi. Nationalistic

vii. Cares for the Humanity

II. Guiding Principles in the Teaching of Araling Panlipunan

A. Meaningful

i. Relevant

ii. Taught with depth

iii. Employs critical and Creative thinking skill

iv. Learned by Doing

B. Active

i. Interacts with teacher

ii. Interacts with students

iii. Interacts with learning materials

iv. Discussion of issues, solutions and decision making

C. Value based
 i. Balances cerebral approach with an emotional touch

ii. Uses value laden concerns and issue to come up with value
based decisions

iii. Engage in experience that develops good citizenship in a

democratic form of government

D. Integrative

i. Integrates other disciplines

ii. Connects with the past, present and future

iii. Considers multiple intelligence and learning styles

iv. Uses cognitive skills use in other disciplines

E. Challenging

i. Not to easy nor too difficult

ii. Injects novelty

III. Methods and Techniques in Teaching Araling Panlipunan

A. Approaches

i. Constructivist

1. Assumes student come to class with entry knowledge

and skills

2. Meaningful when prior knowledge and new learning

activity are connected

ii. Collaborative learning

1. Assumes students learn better when learning with others

2. Students learn better in a cooperative rather than a

competitive atmosphere

iii. Experiential/contextual learning

 1. Learning begins with discussion of concrete experience
and proceeds with analysis and reflection of the concrete
experience with experience

2. Learning is inductive, learner-centered, and activity

centered.

3. Consist of five phases

a. Experiencing

b. Sharing or publishing

c. Analyzing or processing

d. Interfering or generalizing

e. Inferring or generalizing

f. applying

iv. Thematic

1. Learning revolves around a theme

a. Tao, kapaligiran at lipunan

b. Panahon, pagtutuloy at pagbabago

c. Kultura, panangutan at pagkakabansa

d. Karapatan, pananagutan, at pagkamamayanan

e. Kapangyarihan, awtoridad at pamamahal

f. Produksyun, distribusyun at pagkonsumo

g. Ugnayang pangrehiyon at pangmundo

v. Conceptual

1. Process of concept formation

2. Structured inquiry process where students figure out the

attribute of a group or category that has been already
formed by the teacher

vi. Integrative
 1. teaching and learning are more meaningful when
connected to other discipline (interdisciplinary) and to real
life experience (transdisciplinary)

B. Specific Methods and Techniques

i. Tri-question

1. enable the students to prove into events

a. What happened?

b. Why did it happened?

c. What are the possible consequences?

ii. Lesson indignation

1. explained using thought patterns, materials of indigenous

communities.

iii. Moral Dillema Method

1. Torn between two action

2. Crucial features are:

a. Required to do each of the two actions

b. Can do each of the action

c. Cannot do both the action

d. Condemned to moral failure in either of the

choices

iv. Multiple intelligence and learning styles

1. Use varied learning activities to cater to students multiple

intelligence and learning styles

v. Survey/interview
 1. Gathering, organizing, analyzing, interpreting data to
answer given problems

vi. Service Learning

1. Involves community projects during class time