LESSON 9: LECTURE DISCUSSION

Tips in Lecture discussion as Instructional

Lecture Discussion strategy;
 Most widely used instructional strategy across
all grade levels and subject areas .  Plan the lesson in detail and practice your
 Also called teacher-led discussion or presentation
classroom discusssion.  Be brief in the presentation of the lesson.
 it is a stretegy under the direct instruction  Use a questioning script to develop your
model which promotes interaction betwwen question.
teacher and students…  To increase the effectiveness of delivery, use
numerosas concrete examples, media, and
Lecture-discussion strategy graphic/visual organizers.
 is founded on the cognitive theory of education  Pause occasionally after giving questions.
which believes that students internally organize  Lecture-discussion works best if used in
and process the information they receive, thus moderation and if integrated with other
making them active participants in the learning strategies.
process.
 this strategy, students explore ideas and
concepts, develop lower order and higher
order thinking skills, engage in problem- Lesson 10 : Using graphic organizer
solving and group decision- making, and
develop informed opinions based on evidence. Learning is a painful process, as we say it in the
field of academe.
4 Basic Steps ;
1. Introduction 1960’s - the major breakthrough of the graphic
 providing a motivation activity ,presenting the organizer happened .
objectives ,and giving an overview of the topic. Ausubel (1963) - theorized how new concepts
become facilitating factors that influence learning .
2. Presentation of the Lesson
 unfoolding of the topic through the use of Graphic organizers - provide a visual
question-and-answer techniques and visual representation in developing and summarising
organizers. students' learning components.
3. Comprehension monitoring
 teacher checks students' understanding Why Use Graphic Organizers?
through diff. Strategies of formtive assessment. 1. It facilitates critical and creative thinking
4. Integration and closure  graphic organizer ,allow the learners to fucos
 Students summarize the lesson by highlighting only on the highlighted essential components.
the important points, synthesizing old and new 2. It organizes information
information, and/or sharing evidence-based
conclusion.
 graphic organizer gives us an opportunity to  is best for formative assessment where
organize and evaluate the existing and new teachers evaluate the schema of the learners
knowledge that we encounter . on a certain topic.
3. It shows relationship 2. Position and Pattern
 one good relationship example that is always  helps teachers and students see the
used the broad-to-specific relationship. It is relationship of a concept with another,
sometimes called as part-part-whole particularly in chronological order and how the
relationship which identities the number and pattern occurs and reoccurs in different
its components. contexts and events.
4. It allows self-directed learning 3. Groups and Organize :
 the good things about graphic organizers is  help teachers and students understand that
that it can be used for independent learning several ideas or parts are related to a single
among the learners . category .
5. It encourages interaction 4. Compare and Contrast:
 this form of teaching strategy literally engages  are used to identify the similarities and
the learners to participate in class activities . differences between and among concepts. It
6. It is a form of assessment allows the learners to see what characteristics
 teachers can assess learning both before and are shared and exclusive to the concepts that
after the discussion .It could be both done in are being compared.
formative and summative assessment. 5. Relate and Reason:
 revolves around the use of inductive and
How to use Graphic Organizers deductive thinking patterns. Inductive
1. Familiarize yourself with different types of thinking mainly shares pieces of evidence in
graphic organizer . support of big ideas.
2. Explain to students what graphic organizers are Deductive thinking provides evidence for
and wy they are useful in learning . underlying concepts or topics.
3. Present the specific graphic organizer for a
topic . Point out its subject and organizational 6. Identify and Imagine.
framework .  use various shapes and forms to visually
4. Use examples to illustrate the use of some represent several concepts or pieces of
graphic organizers. information.
5. Assign the graphic organizer as an  It allows the students to see connections and
individual ,pared , or group activity . analyze relationships among concepts. The
6. Review student’s work . Generate classroom most common example of this is the concept
discussion on the effective use of graphic map.
organizers. 7. Estimate and Evaluate.
 evaluate and explain concepts through visual
8 TYPES OF GRAPHIC ORGANIZER perspectives.
1. Assume and Anticipate :
 example is a pie graph where one can assume  they must be aware of several techniques ….
that the component which has the largest b. Reflection.
portion is the most frequently used or picked.  The spontaneity of the discussion depends on
8. Combine and Create. the capacity of the teachers to direct and guide
 both teachers and students to construct their the learner’s.
own representations.  try to assess both sides of any situation that
 combination of two or more previously will lead to a generalization.
mentioned organizers. c. Generalization.
 They give the teachers and students the  is the optimum part of the process wherein the
freedom to choose organizers that will learners have created their own beliefs and
represent what they have in mind. communicated their disposition.

LESSON 11: INQUIRY-BASED TEACHING Inquiry-based learning

STRATEGY  is grounded on rational strategies used to
motivate learners to generate responses
Inquiry through the queries regarding issues/events.
 is defined as the process of looking and  learners are seen as active participants in the
creating information or knowledge by means of teaching process.
questions.  It helps learners to enhance their intellectual
 is a huge part of our community. From birth to capacity through the significance of scientific
adulthood, we observe, recognize things or queries
events, and from here, we create questions
that need to be answered.
 The process of inquiring begins with the
assembly of information and data by applying
the human senses such as seeing, hearing,
touching, tasting, and smelling (Kumari,
Arora, & Tiwari, Shruti, 2016).

1999, White, Shimoda and Frederiksen

 developed an instructional theory that enabled
scientific inquiry as part of instruction among a
widespread variety of learners, including new .

ones and slow learners.

Questioning Techniques

Metacognitive knowledge and skills following art of questioning

the process :  is the most important aspect in this strategy.

a. Scaffold Inquiry  teachers must be well-exposed to various

 Teachers should guide the learners in attaining ways of posting questions to students.

the goals of any discussion.

 Having known the different questioning
techniques, teachers are assured of the  Gadfly questions. These allow teachers to
success of their inquiry. ask several questions to push the learners to
answer questions.
Gershon (2014) identified the different questioning  Stingray questions. lead to a sudden change
techniques that social studies teachers can use: in the course of questions. Sometimes, this is
1. Might Question associated to the drift in the situation.
 This question does not limit the possible  Midwife questions. From the name itself,
responses among the learners. these questions are used to elicit new ideas to
 it opens up a range of possible responses that the learners.
allows learners to reason out.  Ignoramus questions. teachers play dumb for
 Their answers may not be correct but their them to elicit responses among the learners..
explanations might put all things right.
 Including the word might signal the learners Lesson 12 : case study
that they need to use critcal thinking to create
arguments relevant to the question/s. Case study
2. What if question.  is a structured, learner-centered strategy that
 These kinds of questions bring out the explores complex and value-laden issues
creativity, speculation, and rationality among through problem-solving and decision-
the learners. making.
 It allows the learners to think in a totally  students are tasked to analyze one or more
different perspective that is usually grounded cases and propose work able solutions.
on what they believe in.
 It could be a great way to assess the learners Cases are defined by Kowalski, Weaver,and
formatively because it allows them to answer Henson (1994) as general narrative descriptions of
based from the learnings they had. situations and incidents.
3. Different roles question.
 allows the learners to have a glimpse of
possible roles they might portray in the real Case studies can be classified into the
world. following:
 This strategy is a nice representation of the 1. Live case studies
outside world and gives the learners the  an ongoing event where students and real-
chance to evaluate themselves. world actors are simultaneously examining
4. Socratic questioning. issues and arriving at solutions.
 combines all the aforementioned form of  Possible sources are current news reports and
questioning. courtcases
 Socrates - has been known in history as the
master of incessant questioning to achieve
wisdom.
2. . Historical case studies
 These are largely based on historical events  teacher gives a brief background about the
can be depicted as fiction or nonfiction. case.
 Aside from verbal instruction, he/she can use
3. Economics case studies video, picture,story, and other forms of print
 focused on economic issues that can be drawn media and multimedia.
from student’s experiences orfrom international
or national matters. 2. Discussion.
 Students are given sufficient time to analyze
4. Social issues case studies the given case and come up with solutions.
 are based on problems and concerns that  This may be effectively done by dividing the
affect society. class into smaller groups.
 live case studies and economic case
studies can also be considered under this 3. Debriefing.
classification.  teacher stresses and clarifies social studies
concepts and relates these to students’
5. Student – developed case studies analysis and solutions.
 students are tasked to come up with case
studies based on their experiences and Advantages:
observations. Case Study Strategy
 This will encourage students to be more  promotes a wide range of 21st century skills.
involved since they are primarily affected by  It develops the learner’s critical and creative
the issue. thinking skills through problem solving and
decision-making.
Dewey's (1916)
 progressive belief that teachersshould always Means-End Analysis (MEA)
tap students' natural instincts to investigate  to guide students' thinking processes and the
and create. Solutions Examination to weigh their solutions.

Lesson 13 : JIGSAW
1980s, Barrows and Tamblyn
 eventually coined the term problem-based Jigsaw
learning - refer to learning that results from  is a cooperative learning strategy developed by
the process of working toward the Elliot Aronson and his colleagues in 1971.
understanding or resolution of a problem.  Created as a response to the racial
desegregation in the 1970s, it was first
implemented by educators and psychologists
Three basic steps in implementing the case in schools in Austin, Texas to reduce tensions
study strategy in the social studies classroom: among the white, Hispanic, and African-
American students.
1. Briefing.
 The strategy successfully worked then,and 9. The teacher should roam around the classroom
today, it is still being utilized by teachers as a and observe the process. 10. At the end of the
popular instructional method indifferent subject session, give a quiz to assess student learning.
areas.
Advantages;
Jigsaw - was founded on Vygotsky’s Social
Constructivism theory. Hanze and Berger (2007) - showed that after
- which suggest that children devlop implementing jigsaw ,students demonstrated
knowledge through social interaction. increased feelings od autonomy and intrinsic
- strategy was given such a name because motivation.
the process resemble a jigsaw puzzle.
STEPS:

Lesson 14 : panel discussion

The Jigsaw Classroom, Social Psychology

Panel discussion
Network & Aronson (n.d.) outlined 10 steps in
 is a method that encourages the exchange of
implementing this strategy:
ideas that allows the panel members and the
1. Divide students into five- or six-person home
audience to discuss particular topic.
groups.
 It is often used to shed light on issues
2. Appoint a leader for each home group.
regarding politics, community, and academic
3. Divide the day’s lesson into five to six
topic contents. 
segments.
 The panel discussion can also be used inside
4. Assign each student in the home group to learn
the classroom as a performance task.
one segment.
 The pupils are asked to be experts in various
5. Give students enough time to comprehend and
fileds such as a teacher ,guidance
master their assigned segment.
councilor ,politician ,doctor and engineer.
6. Form temporary expert groups by instructing
students with the same segments to sit together.
HOW TO CONDUCT A PANEL DISCUSSION :
7. After the given time, bring students back to their
1. The teacher will act as moderator. The teachers
home groups..
will act as a subject area experts; however, the
8. Ask each member to present his or her segment
moderator is not a panelist. He/she will play a
to the group.
different role so his/her ability to oversee the flow of
discussion is important.
2. Group the learners depending on the number of  Make the discussion interactive by polling the
students. It should not exceed seven members.  audience with a few questions.
3. The moderator and members should create a  Give the audience members a chance to
list of interview questions. participate.
4. During the pre-event interviews, the moderator
should take good notes and discover interesting TIMING IS EVERYTHING 
stories and opinions that each panelist can give.  No more than 40 minutes for the panel
5. The moderator, after the simple interview, will discussion, leaving 20 minutes for audience
then develop a final list of questions for the actual questions (30 if the discussion is lively) is the
panel discussion. rule. However, because of the number of the
groups to be accomodated, the time can be cut
short. 
 To ensure audience participation, the teacher-
ROOM SET-UPAND LOGISTICS  moderator can give questions to some
 To have a lively discussion, slides should not audience members ahead of time. 
be used to replace discussions.   In case the audience members want to take
 Don’t put your panelists behong the table. It over, it is the role of the moderator to keep
creates a formal notion and adds distance that them in their seats and ensure the smooth flow
prevents good interaction between the of the activity.
panelists and the and the audience.  Lesson 15 : technology-based interactive
 The best set-up is for the panel discussion to teaching strategy
be in a slight semi-circle on comfortable chairs
with the moderator sitting in the middle.  The learners of today are now called “digital
 Place the exact number of seats for the learners”
expected panelists. This gets people sit close Technology - has been over-associated with 21st
to the front so that the interactions can be century teacging ang learning process.
better.
 Have a good microphone system ready. DepEd’s K to 12 Conceptual Framework and
Exit Points

THE MODERATOR TAKES CONTROL 

 It is the moderator’s job t prevent anyone from
disrupting the discussion.
 The moderator should introduce the panelists
and the topics to be discussed. 
 The moderator asks questions, calling on one
or two panelists for each question.
 To ensure spontaneity, a moderator should be
prepared with different sets of questions. 
DepEd No. 42, S. 2016 - stipulated the integration  The quality of research and sources they find
of technology inside the classroom. may not be top notch.
 ICT integration in teaching and learning  Lesson planning might become more labor-
involves all activities and processes with the intensive with technology.
use of technology….
 The use of computers can speed up the
preparation of daily lessons. ADDIE model is a useful systematic instructional
 Teachers can plan learning opportunities that design model that can be used in crafting
allow learners to access, organize and process technological advancement in instruction.
information, create and develop products,
communicateand collaborate with others using FIVE STAGES IN ADDIE MODEL ;
ICTs. A- nalysis.This phase is considered the goal-
setting stage. The focus of the designer is to target
ADVANTAGES OF USING TECHNOLOGY all learning competencies.
 Using technology in the classroom allows you D – esign.In this stage, all goals, tools, and
to experiment more in pedagogy and get performances are laid down, ready for the next
instant feedback. stage.
 Technology in the classroom helps ensure full D –evelopment. starts with the production and
participation. testing of various methodologies used in the plan.
 There are countless resources for enhancing Relevant in this stage are the data gathered from
education and making learning more fun and the two previous stages.
effective. I –mplementation.The key word in this stage is
 Technology can automate many of your procedure.Teachers or designers must be guided
tedious tasks. by various steps crafted in the preceding stages.
 With technology in the classroom, your E –valuation.This final stage evaluates both the
students have instant access to fresh processes and the outcomes of the model. In here,
information and can supplementtheir learning the teachers are encouraged to see the results
experience. formatively and summatively.
 We live in a digital world, and technology is a
life skill.
DISADVANTAGES OF USING TECHNOLOGY LIST APPLICATIONS FOR TEACHING
 Technology in the classroom can be a 1. Reading Eggs- Learn to Read
distraction.  Helps children to read
 Technology can disconnect students 2. Curious World: Play Learn Grow
fromsocial interactions.  Various type of activities to educate and
 Technology can foster cheating in class and on amuse children.
assignments. 3. Mental-Up - Educational Games
 Students don’t have equal access to  Enhances the critical thinking skills of children
technological resources. as they solve diff.types of problem.
4. Edmodo
 used for communication, polling, assignments,  have defining characteristics, they may
quizzes, overlap when implemented in the classroom.-
5. Kahoot  founded on the experiential learning theory of
 use to facilitate online and real-time quizzes. Dewey (1938) and Kolb (1975)- believes that
6. BrainPOP- UK Featured Movie students learn best when they are presented
 animated educational content. with concrete experiences can reflect on,
7. Khan Academy analyze, and test in new situations.
 non-profit open-source educational website
which aims to change education for the better.  ROLE-PLAYING- An unrehearsed dramatic
8. Socrative Student presentation that enables participants to
 interactive environment for learning explore alternative solutions to a given problem
9. Near Pod (Chapin, 2013).
 create interactive lessons, presentations,
assessments, and lesson contents  SIMULATION- A strategy that provides a
10. Quizlet representation of some phenomenon, event, or
 used for assessments. issue that exists or existed in a real world,
11. Book Creator usually in the form of a game (Beal and Bolick,
 can create useful and astonishing e-books, 2013).
magazines, and others easily. -It may come in 2 forms: computerized and
12. Showbie non-computerized.
 help teachers to easily and quickly distribute
assignments, handouts, videos, etc. to
students STEPS THAT CAN IMPLEMENTED IN ROLE-
13. Educreations Interactive Whiteboard PLAYING AND SIMULATION
 present lessons that can be shared to 1. Initiation and Direction
students, other teachers, and parents.  Setting the stage for the role-play or
simulation.
 Identifying and discussing the problem to be
resolved or situation to be experienced by the
students.
2. Describing the Scenario
 The teacher presents the situation through
LESSON 16: ROLE-PLAY AND explicit instruction or media presentation
SIMULATIONROLE- (showing pictures, watching a video, reading a
story.
PLAYING AND SIMULATION- 3. Assigning Roles
 are strategies categorized under creative  The teacher selects members of the class and
dramatics, along with the dramatic play and assigns they’re characters
the mock trial.  In Role-Play, a short rehearsal may take place
before proceeding to the next part.
 3. Assign tasks to the audience. While watching,
4. Enactment they can write their observations or note questions
 Students present their scenarios or engage in that will be entertained in the debriefing part.
the simulation. 4. For computerized simulations, always
5. Debriefing preview the content. Some themes, scenes, and
 Considered as the most integral part because language might not be suitable for elementary
reflection generalization, and conclusion take students.
place here. 5. Be aware of your role as a teacher. The
 In Role-Play, switching of role may be done to teacher may act as a coach, clarifier, discussant, or
offer alternative solutions. observer, depending on the readiness and ability of
the student.
ADVANTAGES OF ROLE-PLAY AND
SIMULATION
1. They make abstract concepts and ideas more LESSON 17: FIELD STUDIES
concrete by letting the students experience them in
a safe and nonthreatening way.
Field Studies
2. Aside from promoting critical thinking and
– are learning experiences outside the 4 corners of
decision-making skills, they are also useful in
the classroom.
helping students to develop a sense of empathy
--enable the learners to personally gather and
and social awareness.
analyze data in their own context.
3. Students do not only offer solutions to real-world
--provide learning experiences that transcend a
problems and come up with the sound decisions
regular classroom through direct experiences and
but, they must think of how others might feel and
observation.
what consequences they may face..
--during field studies, learning takes place in a
4. Implementing these strategies in the classroom
reality-based context rather than mediated by
makes students highly enthusiastic and motivated.
videos or books.
--it gives the learners a taste of the outside world
which allows them to clearly see what happens in
their community.
TIPS ON HOW TO IMPLEMENT THE ROLE-
--the optimum benefit of field studies for teachers is
PLAY AND SIMULATION;
that it allows the learners to target a wide range of
learning competencies.
1. Know your students. Choosing students who
--it allows teachers to employ authentic task that
are timid to perform may affect the conduct of the
are reflective of the curriculum.
activities, especially if they are given crucial roles.
2. Constantly remind students that the roles
Field Trips- usually happen in a long-distance trip
represent the character and not their classmates to
such as going to a national museum or any other
avoid typecasting.
related places.
BENEFITS OF FIELD STUDIES TO 4. Preparation Time
TEACHERS AND STUDENTS; -- field studies require much time, from preparation

For students: up to classroom discussion and assessment.

Creates learning opportunities that promote critical

thinking, long-term retention, positive attitudes 5. Safety

towards subjects, appreciation and increased --Most debated issue, among others.

curiosity.

For teachers:The series of excursions and new WHAT TO KEEP IN MIND WHEN PLANNING

educational perspectives through “teachable AND DOING FIELD STUDIES ; ( centre of

moments” that rarely happen in the classroom teaching and learning 2019) enumerated things;

(Manner, 2018).
1. Awareness
Teachers need to point out the purpose, the do’s

WHY USE FIELD STUDIES? and don’ts during the visitand, most importantly,

1. It provides experiential learning. the assessment part.

2. It targets specific skills and knowledge. 2. Engage

3. It strengthens schema. Most significant factor that teacher need to

4. It motivates values development. highlight is student involvement.

3. Metacognitive Learning
Deepening and valuing knowledge and skills
learned from experiences.
4. Build Upon
CHALLENGES IN FIELD STUDIES
Teachers must conduct prior research on the
1. Curriculum Alignment
environment or event that they must visit.
--One of the most defeated purposes of field trips is
5. Illustrate
its curricular relevance.- to ensure curriculum
Never fail to integrate ideas in real life.-
alignment, teachers must thoroughly plan and
Experiential learning becomes more effective
execute the desired learning outcomes before any
when it placed on the reality context.
other purpose.
6. Assess
Ensure that learners have gained and desired
2. Lack of Understanding of Field Trips
competencies and knowledge.
--Teachers must ensure that their learners have
fully understood the natureand purpose of the field
FIELD STUDY TOOL KIT
study. 
 The success of any activity greatly depends on
the extent of the teacher’s preparation.
3. Costly
 Field studies allow the learners to gather
-- Financial requisite is the biggest problem in this
information for classroom activities or
teaching strategy.
discussion.

 1. Preparation- This providing students with the
necessary skills and information for the project.

LESSON 18: SERVICE LEARNING 2. Action or Service- after orienting students and
seeking their commitment, the project is
commenced and actualized.
Acc. To National Service-Learning
3. Evaluation and Reflection- act of thinking
Clearinghouse
critically about social studies content to their
SERVICE LEARNING
experience and probe for deeper levels of
-is a teaching and learning strategy that integrates
understanding.
meaningful community service with instruction and
4. Celebration- to extend gratitude to the
reflection to enrich the learning experience, teach
participants and to share their experience with
civic responsibility and strengthen communities
parents, administrators and other teachers and
- targets acquisition of specific knowledge, skills,
students.
and values.
- ensures that students learn the social studies
content through active participation in community
ADVANTAGES OF SERVICE LEARNING
service.
 It helps break down to barrier between
- founded on the philosophical roots of the
classroom and real life.
experiential learning theory of Dewey (1938),
 Students are given opportunities to apply
Freire (1970), and Kolb (1984).
social studies concepts and skills in the real-
world setting.
TYPES OF SERVICE LEARNING
 It also makes students feel empowered.
1. Direct Service Learning
 Increased students’ sense of personal and
 students requires to come in direct contact with
social responsibility, developed a more positive
the community or people in need.
outlook towards others, improved their learning
 example: outreach program for the elderly,
of content, and enhanced their self-esteem.
tutoring out-of-school youth.
 It enhances the relationships between in civic
2. Indirect Service Learning
affairs espoused by citizenship education, and
 a certain project without directly interacting
they use their knowledge in solving community
with the people they intend to help.
problems.
 example: fundraising activities for PWD,
donation drives for victims of calamities.
3. Advocacy Activities
 require students to engage in work on behalf of
TIPS ABOUT SERVICE LEARNING
a specific cause.- example: awareness 1. INTEGRATE WITH OTHER LEARNING

campaign against dengue. AREAS.

 it will be helpful for the teacher and the
students to accomplish the project not just in

STEPS IN IMPLEMENTING SERVICE LEARNING social studies but also in other subjects.

According to Geiger and Wadw (2000), there are 4

basic steps in implementing Service Learning:
2. LET STUDENTS BRAINSTORM THEIR improved curriculum and instruction; evaluate
CHOSEN COMMUNITY ACTIVITY. content and process.
 it will be more motivating for them to  Assessing students’ achievement should: be
spearhead a project that is aligned with their especially used to improve instruction; involve
interest and philosophy. a variety of approaches and tools to measure
knowledge, skills and attitudes
 National and local agencies should: support
the capacitation of teachers in developing,
selecting and implementing assessment tools.

Kurfman (1991) identified common criticisms

LESSON 19: ASSESSING LEARNING IN SOCIAL on social studies assessment in the past.
STUDIES  The social studies test has failed to measure
Assessment student understanding, application,
 is a process appreciation, and most importantly, critical
 a tool for decision making thinking.
 can be applied to both individual and group  Multiple choice tests in social studies were
 generated through product or performance merely focusing on lower-level knowledge
 a process of gathering information to come up (Korets, 1988).
with decisions on intervention and instruction  The open-ended types of tests such as essays
with young children. were also questioned due to time constraints
both in instruction and examination.
 DepEd defined assessment as a process that  Center on the effects of testing the
is used by teachers to monitor the progress of achievement and the validity of test scores as
learners in relation to the learning standards determinants of accomplishment.
and in the development of 21st century skills.

CHARACTERISTICS OF 21ST CENTURY

National Council for the Social Studies (NCSS) ASSESSMENT
 one of the leading advocates of social studies Cajigal and Mantuano (2014) identified the
education. attributes of 21st century assessment:
 assessment methods should always be aligned 1. Responsive
with the goals of social studies, encompassing  Visible assessment works generate data that
objectives, and have more authentic tasks. inform the curriculum and instruction.
 Responding to such assessment needs is
NCSS (1994) recommended the following thorough for it incorporates best practices in all
guidelines for assessment: areas.
 Assessment tools should be grounded on the 2. Flexible
goals of the curriculum; be a mechanism for  Curriculum design, lesson, and assessment
require flexibility and resilience.
 Assessment must be adaptive to both on  To be reliable, assessment must be
teachers’ and students’ setting. technically sound and precise so that
 This approach is versatile rather than identical. teachersmust be consistent in the
 This best responds to the demands of teaching administration and interpretation of data
and learning environments. 8. Systematic
3. Integrated  Microcosm of an entire system of
 Assessments must always be reflective of the comprehensive and well-aligned strategies that
learners’ day to day life experiences. is inclusive and balanced.
 Stimulating thinking, constructing meaning,
and finding connections. FORMATIVE ASSESSMENT
 Enrich the metacognition of learners where  Includes both formal and informal processes
they are able assess their own thinking. that teachers and students use to gather data
for the purpose of identifying next steps in
4. Informative learning (Chappuis, 2015).
 Must be clearly stated and explicitly taught  Refers to the kind of assessment that provides
where students are free to display their feedback about the performance of learners to
knowledge and skills. accelerate and improve learning.
 Learners must be exposed to learning  Through quizzes, projects and performances.
opportunities and be able to build their own  It must be high quality so it could yield
knowledge in a logical sequence. accurate and exact information.
 Their works must progressively become  We assess informally using questions,
challenging so as to develop in them the 21st dialogues, observations and anecdotalrecords.
century skills  Can be used in all parts of the lesson.
5. Multiple Methods
 Includes an array of differentiated strategies is  Formative Assessment answers the
the norm. questions:
 Learners must creatively showcase their (1. What is not understood in the lesson?
knowledge and skills through relevant projects, (2. What adjustments should I make to the
tasks and performances. instruction?
 Authentic and alternative forms of assessment (3. What are the strengths and weaknesses of
are also emphasized. each learner?
6. Communicated (4. What misconceptions do I need to address?
 Communication must be transparent and And
readily available for all stakeholders. (5. Are the students ready for feedback? If so,
 Learners must all the time given feedback what feedback should I give?
about their own learning progress.
7. Technically Sound
 To be valid, assessment should measure what COLLABORATIVE FORMATIVE ASSESSMENT
it is supposed to measure.  One of the various techniques on how to
engage our learners in formative assessment.
 Enhances the level of student knowledge
acquisition through interactive processes.
 Since the learners are in groups, they are CONCEPT DEVELOPMENT
encouraged to share and elicit ideas fromone K-12 Curriculum– standard-based
another. - Various learning standards are arranged in
 It builds up collective responsibility among progression.
them which enables them to share the success - central theme of concept development inside the
and downfall of their efforts. classroom.
 Group brainstorming/discussions, games, role-
plays.
SUMMATIVE ASSESSMENT- HOW TO PLAN FOR ASSESSMENT?
 Are done at the end of every lesson or unit. 1. What is to be assessed?
 Using a paper-and-pencil test to identify  Assessment instruments should always be
student achievement. valid by clearly defining the elements of what is
 Use to determine the extent of learning. expected among students, particularly on their
 Results are generally used in evaluation knowledge orskills.
function. 2. What is the purpose of the assessment?
 Form of assessment that makes judgement  Teachers must always be aware of the
about learners to provide the evidence of reasons for such assessments.
student achievement (Chappuis, 2015).  Formative if they want to gather data to
 Use to determine how many students are and improve instruction; Summative if they want to
are not meeting the standards in a certain collect information for evaluation.
subject. 3. What assessment tools will best provide the
information we need?
ASSESSED IN THE CLASSROOM  KWL is a form of formative assessment used
- As teachers, it is our sole responsibility to plan to determine the learners’ extent of knowledge
and execute assessment strategies. about an issue.
4. Who will collect the data: teachers, students,
CONTENT STANDARDS or outside judges?
 Provide the essential knowledge that the  Teachers might as well get updated on the
learners must learn. data gathering process.
PERFORMANCE STANDARDS 5. How often and when will the data be
 Describe the skills and abilities to be collected
exemplified by learners in connection to the  To be an effective assessment planner,
content standards and 21st century skills teachers need to assess all the time.
development.
LEARNING COMPETENCIES
 Set of knowledge, skills, and attitude that
students need to understand and demonstrate LESSON 20: TRADITIONAL AND AUTHENTIC
in every lesson or performance. ASSESSMENT IN SOCIAL STUDIES
TRADITIONAL ASSESSMENT
 Refers to the tools such as multiple-choice LIMITATIONS
tests, true or false, fill-in-the-blanks, matching 1. Individualist
types, and many others.  Traditional assessment is mainly designed to
 Assessment tools primarily focusing on the measure learning as an individual basis.
attainment of intellectual abilities and is 2. Competition
focused on the cognitive skills (Çaliskan and  Traditional assessment is limited only to
Yigittir, 2008). individual learners, which could start and
 Indirect and inauthentic approach in cultivate competition among other learners.
measuring student learning outcome.

PURPOSES OF TRADITIONAL ASSESSMENT

1. Evaluate Learners - Easily give feedback to AUTHENTIC ASSESSMENT
teachers on what competencies the learners  mainly based on a constructivist perspective of
understood and failed to understand. learning wherein the interplay of the learners,
2. Rank Learners - In the form of examinations, is materials, and content affects the learning
usually given high emphasis rather than outcomes.
performances.  Teachers should take into consideration the
3. Feedback of Evaluation Results - Once the learners’ learning styles and needs.
teachers are done with the evaluation process, it is  Must be able to motivate and interest the
now time for them to report the results of the learners to progress in their own phase.
evaluation.  Sometimes called alternative assessment.
 Aims to allow the learners to stimulate real-life
STRENGTHS situations to ensure authentic lifelong learning.
1. Reliability
- Measures what it is supposed to measure. ALTERNATIVE ASSESSMENT
- Main highlight of traditional assessment.  form of assessment that moves away from the
- Teachers will generate information that is based traditional paper-pen form of assessment.
on what is required.  performance-based assessment, product-
2. . Validity based assessment, portfolio assessment.
- traditional assessment becomes valid only when it  possible to have an authentic assessment that
answers the following questions: is the objectified paper-and-pen type of test.
(1) What is to be measured? And
(2) How consistently is it measured? (Ebel &  Tay (2017) identified cardinal rules in planning
Frisbie, 1991) and implementing authentic assessments:
3. Easy to Administer and Check 1. Determining the skills and achievements
- Focuses only on a specific learning outcome and that students will develop.
does not require more time and effort.
 assessment should always be grounded on the 4. Authentic assessments provide multiple
curriculum standards and learning paths to demonstration.
competencies.  - The learners may also have the freedom to
2. Elaborating the task that students will use choose how they will showcase their extent of
to demonstrate their skills and learning.
achievements.
 Communicating the goals to the learners must LIMITIATIONS OF AUTHENTIC ASSESSMENT
be a norm for them to gauge themselves in 1. Subjectivity in Scoring.
whatever activity or performance they will have - Teachers are advised to create their own ways to
to do. remove or if not, minimize the preconception of
3. Determining and communicating scoring learners’ strengths and weaknesses.
rubrics for evaluation. 2. Costliness.
 In every activity that students must do, they - In performing authentic tasks, learners may
must be guided by how they will have to be produce materials that would help them achieve
graded. high scores.
4. Identifying proofs for supporting decisions. 3. Limits skills and knowledge that are
 Teachers in basic education must always assessed.
elaborate on why the learners ended up with - Due to the demands of performance, the
their scores.  learners may only address few learning
5. Improving educational and instructional competencies required in the curriculum guide.
programs. 4. Time Constraint.
 Authentic assessment must always address - Students should also be given enough time to
the improvement of educational outcomes. consolidate their concepts and practice.

STRENGTHS OF AUTHENTIC ASSESSMENT

1. Authentic assessments are direct measures.
- Authentic assessment is for learners to use in
real life what they have learned inside the
classroom.
2. Authentic assessments capture the
constructive nature of learning.
- Authentic assessment could properly address this
demand by implementing tasks or performances
that are performance-based in nature.
LESSON 21: USING PERFORMANCE-BASED
3. Authentic assessments integrate teaching,
ASSESSMENT IN SOCIAL STUDIES
learning and assessment.
- This encourages the development of a wide range
PERFORMANCE-BASED ASSESSMENT
of skills such as problem-solving and decision-
 a form of classroom assessment utilized by
making skills.
teachers through observing and making
judgement regarding the learners’
 demonstration of knowledge and skills by 2. Performance assessment allows students to
means of creating a product, making exhibit their own skills, talents and expertise.
presentations, and constructing a response  Learners have the freedom to choose what
(McMillan, 2007). type of performance or product they would use
 a compelling tool to enhance the teaching and to showcase their learning.
learning process. 3. Performance assessment advocates the
 enhances selected skills among learners like constructivist principle of learning.
cognitive, leaving the other skills at stake.  Allows the learners to use their schema and
create their own knowledge at their own pace.
Performance Tasks 4. Performance assessment uses a variety of
 stipulated in DepEd Order No. 8, s. 2015 approaches to student evaluation.
 allow learners to show what they know and  Teachers can base performance tasks on
are able to do in diverse ways. basic assessment strategies, and they can
 create or innovate products or do performance- also create their own.
based tasks- skills demonstration, group 5. Performance assessment allows the teachers
presentation, oral work, multimedia to explore the main goal and processes of
presentations, research projects. teaching and learning.
 Enables teachers to see the alignment of what
THINGS TO REMEMBER IN PLANNING AND is asked with what is performed.
IMPLEMENTING PERFORMANCE TASKS
1. Teach the requisite knowledge.
 A performance will not succeed if the basic LIMITATIONS OF PERFORMANCE-BASED
elements are not taught properly. TASKS
2. Create and communicate the scoring 1. Development of high-quality performance
rubric. assessment is a tedious process.
 A scoring rubric contains all the criteria that  Teachers need to make sure that the learning
learners must attain for them to reach a targets can all be harnessed in a single
favorable grade. performance or product.
3. Be a facilitator 2. Performance assessment requires a
 Teachers must give the learners enough time considerate amount of time to administer.
for them to practice or create their task.  Teachers must make sure that there is a huge
amount of time allotted from the start of
STRENGTHS OF PERFORMANCE-BASED practice to the implementation proper.
TASKS 3. . Performance assessment takes a great deal
1. Performance assessment clearly identifies of time to score
and clarifies learning targets.  - Crafting of a high-quality scoring rubric is
 Performances and products are both recommended to shorten the scoring time.
manifestations of learning targets which easily 4. Performance task scores may have lower
shows whether the learners understood the reliability.
topic or exemplified the skills.
 Allows learners to demonstrate their learnings  Clearly communicate performance
in various ways which may result in different expectations in terms of the criteria by which
products, performances, responses, etc. the performance will be judged.
5. Performance task completion may be
discouraging to less able students. 3. Using Rubrics as an Assessment Tool
 The selective nature of performance tasks may  The teachers must see to it that no other
diminish student motivationif they cannot hindering factors may come along the way,
accomplish tasks. particularly in the scoring process.
 To ensure that reliability of score, teachers
STEPS IN CREATING PERFORMANCE-BASED must use scoring rubric.
ASSESSMENT
1. Defining the Purpose of Assessment TYPES OF SCORING RUBRIC
 Teachers can ensure the alignment of what the 1. Analytic Rubric
learners have learned and what to assess in  It determines the specific and detailed criteria
their learning. that learners must achieve.
 It gives teachers a glimpse of what is expected 2. Holistic Rubric
for students to create or performwhich will  Allows teachers to evaluate a performance or a
become the basis of the teachers’ evaluation. product based on the perspective of its overall
2. Identifying the Appropriate Task quality.
 You must be able to identify the competencies
or learning targets to see the connections of
the tasks and the desired performance. LESSON 22: DESIGNING LEARNING
 Linn (1995) as cited by Cajigal and PORTFOLIOS IN SOCIAL STUDIES
Mantuano (2014), identified recommendations
to improve performance tasks: PORTFOLIO
 Focus on learning outcomes that require  collection of artifacts that were gathered in a
complex cognitive skills and student dynamic, purposeful, and ongoing process that
performances. determines the learners’ progress.
 Select or develop tasks that represent both the  Allows the learners to exemplify efforts
content and the skills central to the important required for their own accomplishment.
learning outcomes.  Systematic purposeful process of collecting
 Minimize the difference of task performance on learners’ works to document their efforts,
skills that are irrelevant from the intended achievement and progress toward the
purpose of the assessment task. attainment of learning targets.
 Provide the necessary scaffolding for students Seitz and Bartholomew (2008), enumerated some
to be able to understand the task and whatis of portfolio assessment’s importance:
expected.  1. It emphasizes both content and
 Construct task directions so that the students’ performance or holistic learning.
task is clearly indicated.  The lessons that the learners gained in the
process of making the portfolio.
2. It connects children’s products with  You have to know the end goal of all the
specific national standards. activities that you implement inside the
 Learners may be able to see their classroom.
achievements and the relevance of their output  you have to know the nature of evaluation,
to the curriculum and the subjects. whether it is process-based or product-based.
3. It highlights skills across the curriculum.  Process-based portfolio- teachers give more
 It surfaces and enhance skills that are seen not emphasis on the process of constructing and
only in social studies but also in the languages, completing the required elements.
mathematics and science.  Product-based portfolio- gives more weight
4. It demonstrates progress on specific, on the product itself which is reflective of the
individualized learning outcomes entire effort of the learners.
 Each learner can track their learning by looking
at a very specific learning target that they 2. Identify the physical structure.
achieved using portfolio.  Teachers must assess the best possible way
5. It celebrates the child. to present the portfolio.
 The optimum goal is to celebrate the  Traditional portfolio- tangible portfolio
accomplishment of the child, no matter how  Electronic portfolio- can be presented in a
huge or small the progress is. compact disc (CD) or in a universal serial bus
(USB) flash drive.

TYPES OF PORTFOLIO ASSESSMENT 3. Determine the sources of content.

1. Growth- To show progress toward one or  A good portfolio must have a specific theme
more learning goals. that learners and teachers must uphold.
2. Project- To document the trajectory of a 4. Determine the student reflection guideline.
project.  Make sure the learners are aware of the
3. Achievement- To demonstrate the current processes, content, purpose and the
level of achievement over a collection of evaluation process.
learning targets.  Allowing the students to know these areas will
4. Competence- To provide evidence of having help them in distinguishing what to pursue and
attained competence in one or more areas. what should be given emphasis.
5. Celebration- To showcase the best work or  Teachers must always back up the children as
what the learner is most proud of. a facilitator willing to help them achieve what is
expected of them.
5. Identify the scoring rubric then evaluate.
 Teachers can create or adapt scoring rubrics
aligned with the learning targets.
 It is recommended that in creating and/or
STEPS IN DEVELOPING PORTFOLIO using scoring rubrics, teachers must assess
ASSESSMENT the alignment of the criteria with the expected
1. Identify the overall purpose and focus. learning targets.
6. Communicate the results of portfolio
evaluation.
 It is very much important to emphasize their
scores and how they landed those scores.