TEACHING STRATEGI

ESAraling PanlipunanSHERYL 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 pangyayari?

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 MODEL3. Pagsusuri sa isyu

-Pagbabasa ng kwento o anumang artikulo-Panonood ng video clip

4. PagtataposMga gabay na tanong

C. CAUSE AND EFFECT APPROACHni Susan Barnes

1. Pagpapabasa ng teksto2. Pagsagot sa cause-effect diagram3. Pagtalakay

PANGYAYARI

SANHI BUNGA

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

1.Paglalahad ng dilema2. Paglikha ng dibisyon sa aksyon3. Talakayan ng mga grupo4. Talakayan sa klase5. Pagtatapos

E. THINK-PAIR-SHARE ni Frank Lyman- a cooperative discussion

strategyHow 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 ideasand concepts. This instructional tool comes

in a variety of formats—that help students process information they’vegathered 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).

*useful for

looking a two

quantities and

determining in

what ways they are similar and in

what ways they are different

.

Comparison-Contrast Charts