SOCIAL STRUCTURE

AS METHOD
INDIVIDUAL
DIFFERENCES
MEASUREMENT
AND
EVALUATION
SOCIAL STRUCTURE AS
METHOD
A dimension influenced by values
Learning occur in social context
Social context not only provides a
content for learning but also
indicates a method of learning and
instruction as well
the most effective method of
instruction is found in the
manipulation of social relationships
SOCIAL STRUCTURE AS
METHOD

Therefore, change the social

context, change the individual.

 A learner must have a sense of

involvement in a vitally real social
situation or else there is a danger
that the subject materials become
largely technical and abstract

Axiological Aspect of Method

SOCIAL STRUCTURE AS
METHOD

Learners or investigators are not just

an observer or spectator but instead
HE IS PERSONALLY INVOLVED.
*Every young person have an
opportunity to participate in the
production of wealth as an important
part of his education.
SOCIAL STRUCTURE AS
METHOD

Student government- learn at

firsthand the workings of political
institutions:
 Sharing of power
 An adventure be not taken in a
spirit of play
 Authority and responsibility must
be real
SOCIAL STRUCTURE AS
METHOD
Learning the Democratic Principles of
Citizenship:
 Schools are part of a social enterprise
 Incorporating these into classroom
methods of teaching
 Selecting projects to be studied
 Encourage the students to participate in
the evaluation of their achievement
 To learn democracy, the next generation
must learn it operationally.
 INDIVIDUAL DIFFERENCES

 Nature of individuality
 Learning is personal to the individual
who does the learning.
 Instruction must be experienced, not
received nor given.
 Some are inclined to organize the
educative environmental with these
differences
 INDIVIDUAL DIFFERENCES

 Individuals should be collected

together in a classroom according to
their likenesses or their differences

 Heterogeneous or homogeneous

 Ability grouping- membership should

be reconsidered and probably
reformed every time there is a
change in the area of instruction
 INDIVIDUAL DIFFERENCES

 Importance of individuality as a
source or originality or creativity
 All learning is necessarily creative
 Learning is drawn from habits and
past experiences
 Future is the creative product of the
present and the past
 MEASUREMENT AND
EVALUATION
 Must be careful to distinguish
achievement from aim
 Either case, it is the storage or
warehouse of learning
 Scientific measuring devices
 Tests must be valid as well as
objective and reliable.
 Therefore, teach only what can be
measured.
 MEASUREMENT AND
EVALUATION
 The rise and development of statistics as a
means of learning about a large numbers of
people through careful sampling is a virtual
necessity and an educational value of the first
magnitude.
 Many have shifted from quantitative to qualitative
evaluation of learning, replaced the word
measurement with the word evaluation.
 Educators regard learning more in the nature of a
process-reconstruction of experience.
Thank you for listening!