Topic 1 Finals Beed 2

Teaching Social Studies in
Primary Grades
(Philippine History and Governance)
OBJECTIVES
• Analyze Constructivism as an
educational philosophy
• Examine the implications of

Constructivism in the Social
Studies Curriculum
Activity 1:
• What is Constructivist
Theory?
Type of Constructivism
1. Cognitive Constructivism
2. Radical Constructivism
3. Social Constructivism
ACTIVITY 2: Group Activity (30 points)
Approach Goal of Role of Role of • Teaching
Education Teacher Student Method
• Assessmen
t
A. Cognitive Constructivism
• This is associated with information
processing and relies heavily on the
component process of cognition. It
emphasizes that in order to acquire
knowledge, as individual has an active
role in cognizing any stimuli that formed
part of his/her experiences.
A. Cognitive Constructivism
• Adaptive process is essential in this
kind of knowledge creation. It
maintains the idea that an
independent yet knowable reality
exists.
B. Radical Constructivism
• Radical constructivism, on the other
hand, believes that the acquisition of
knowledge (e.g., ideas concepts,
processes, insights, etc.) is an adaptive
process that could be attributed from the
active cognition of an individual
translating an experientially based mind.
B. Radical Constructivism
• It maintains that there is an internal nature of
knowledge. Also, it recognizes the existence
of an external reality that is unknowable to
the individual ( von Glasersfeld,1990,1996)
since our experience with external forms is
mediated by our senses, and the latter is not
adept at interpreting an exact representation
of these external forms (e.g., objects, social
interaction).
C. Social Constructivism
• Social constructivism as a school of thought lies
between the transmission of the knowable reality
of the cognitive constructivists and the
construction of a person reality of the radical
constructivists. Social constructivism “ uphold the
social nature of knowledge and that knowledge is
the result of social interaction and language
usage, and thus is a shared, rather than an
individual, experience” (Prawatt & Floden,1994).
Activity # 1: (15 points)
Explain briefly the following
1. Cognitive Constructivism
2. Radical Constructivism
3. Social Constructivism
Type
A. Cognitive Constructivism • Jean Piaget
B. Radical Constructivism • Ernst Von Glasersfeld
C. Social Constructivism • Lev Vygotsky

Constructivist Pedagogy
• Pedagogy, taken as an academic discipline,
is the study of how knowledge and skills are
imparted in an educational context, and it
considers the interactions
• the study of the methods and activities of
teaching
• the method and practice of teaching,
especially as an academic subject or
theoretical concept.
• 8 Factors that are essential in
constructivist’s pedagogy ( Brooks
& Brooks, 1993; Larochelle,,
Bednardz, & Garrison; Steffee &
Gale,1995)
1. Authentic and real-world environments are
necessary for learning to take place.
2. Social negotiation and mediation should taken
into account in any form of learning.
3. Content and skills are made significant to the
learners.
4. Learner’s prior knowledge is fundamental in
the acquisition of content and skills.
5. Formative assessment should be done to
inform future learning experiences.
6. Constructivism encourages learners to become
self-regulated, self mediated, and self-aware.
7. Teachers should acts as guides and facilitators
of learning
8. Teachers must employ multiple perspectives
and representations of content.
Activity # 2: (Individual/group)
• Group Discussion
1
1. Authentic and real-world environments are necessary for learning to take plac e.
Authentic environments are essentials in

realizing “learning experiences” for it
provides actual learning contexts. It
provides the activity upon which the mind
operates. Also, knowledge construct is
enhanced when the experience is
authentic.
2. Social negotiation and mediation should
taken into account in any form of learning.
Social interaction is a vital element of
learning for it provides socially relevant
skills and knowledge. In the age of
globalization and cultural heterogeneity,
learners should be exposed to various
opportunities of interaction in order for
them to develop necessary knowledge,
skills, and values.
3. Content and skills are made significant to the
learners.
Regardless of types, constructivism

emphasizes the importance of knowledge
since it serves an adaptive function.
Knowledge could enhance one’s
adaptation and functioning; it is necessary
to the individual’s current condition and
even goals.
4. Learner’s prior knowledge is fundamental in
the acquisition of content and skills.
All learning begins within an individual’s

schema or prior knowledge. This simple yet
profound statement can unravel learning
possibilities for it allows us to examine the
personal history of each learner. Only by
attempting to understand a student’s prior
knowledge will the teacher be able to
create experiences, resulting in optimum
learning.
5. Formative assessment should be done to
inform future learning experiences.
Constructivism asserts that knowledge

acquisition and understanding is an active
and ongoing process that is heavily
impacted by the student’s prior knowledge
and experiences.
6. Constructivism encourages learners to become
self-regulated, self mediated, and self-aware.
This cognitive exercise requires individuals

to manipulate and organize experiences,
regulate own cognitive functions, integrate
new meanings from existing ones, and
form awareness of current knowledge
structures.
7. Teachers should acts as guides and facilitators
of learning
The teachers role plays a major part in

students’ learning. In the cognitive
constructivist perspective, teacher create
experiences where students participate,
leading them to knowledge processing and
acquisition. Thus, teachers are seen as the
“guide on the side” instead of “sage on the
stage”.
8. Teachers must employ multiple perspectives
and representations of content.
If the learners are provided multiple

perspective or lenses in examining a
particular phenomenon or event, he/she
can have the raw materials necessary to
create and develop varied representation.
OBJECTIVES
• Describe the process of instructional
planning
• Differentiate the types of planning
• Explain the importance of Instructional
planning
• Develop a unit plan for one grade level
based on the K-12 Curriculum
FOCUS
• Basic of Instructional Planning

Instructional Planning
• According to the Department of Education
(2016), instructional planning is the process of
systematically planning, developing,
evaluating, and managing the instruction
process by using principles of teaching and
learning.
• This process is ideally done before a lesson,
unit, quarter, semester, or school year.
• Instructional planning is a continuous process.
• For instructional planning to be considered
effective, it is important for teachers to
address these three questions:
1. What should be taught?

2. How should be taught?
3. How should instruction and student learning
be assessed?
Types of Instructional Planning
A. Long-range planning
This type could proves to be the most challenging

for beginning teachers, especially since this
involves planning for the whole year. At this point,
it is important for teachers to doo curriculum
mapping, the process of determining when you
teach each topic or concept (Beal and
Bolick,2013)
• The curriculum guide serves as the teacher’s
most important tool in long-range planning.
B. Unit Planning
• A unit is a major division of the year-long plan.
It is a cluster of related lessons organized
around a central topic, theme, issues, or
problem and developed in a logical sequence
(Beal and Bolick, 2013; Ellis,2010)
Grade 1 (Araling Panlipunan)
1st Quarter – Ako ay Natatangi
2nd Quarter – Ang Aking Pamilya
3rd Quarter – Ang Aking Paaralan
4th Quarter – Ako at ang Aking Kapaligiran
While the existing curriculum is already divided into

units , teachers should practice good decision-
making in developing and organizing units.
In planning a unit, (Beal and Bolick (2013)
1. Unit Title : Develop an idea or adopt a topic

for study and translate it into a brief, clear
statement of your theme or problem focus.
2. Time requirement : Determine
approximately how much time will be spent
on the unit.
3. List of Topics. Brainstorm and break the big
idea or theme for the unit into a set of more
specific ideas and subjects.
4. Target students. Indicate for which group of
students or grade levels the units is intended.
Include them in the planning by allowing them
to identify bid questions and issues of interest to
them.
5. Rationale: Construct a brief overview of what
the unit is about and why it is important to learn
it.
6. Goals: Identify a goal or set of basic goals that
the unit will be designed to accomplish.
7. Objectives : Outline the specific objectives
that enable the goals to be accomplished. Make
sure to arrange them in logical and sequential
order.
8. Teaching Strategies: Identify and develop
related significant teaching strategies and
activities.
9. Resources: Identify, locate, and organize
all the individuals and the instructional
resources that are available and will be
needed.
10. Evaluation Procedures. Develop a plan
to evaluate the effectiveness of the unit.
Include formal and informal assessment.

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Teaching Social Studies in

• Examine the implications of

B. Radical Constructivism • Ernst Von Glasersfeld

C. Social Constructivism • Lev Vygotsky

Authentic environments are essentials in

Regardless of types, constructivism

All learning begins within an individual’s

Constructivism asserts that knowledge

This cognitive exercise requires individuals

The teachers role plays a major part in

If the learners are provided multiple

• Basic of Instructional Planning

1. What should be taught?

This type could proves to be the most challenging

While the existing curriculum is already divided into

1. Unit Title : Develop an idea or adopt a topic

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