MODULE 3 Models, Strategies and

Organizers

Lesson 1 Teaching Models

Lesson 2 Instructional Strategies/

Presentation
Techniques

Lesson 3 Designing Graphic

Organizer
MODULE 3

INTRODUCTION

This module presents the teaching model, instructional strategies,

and designing graphic organizer. It is hoped that you will learn to distinguish
their connections and differences.

OBJECTIVES

After studying the module, you should be able to:

1. Discuss the function of teaching models.

2. Define ACES approach.
3. Explain the importance of using presentation techniques.
4. Create a various graphic organizer.

 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully then
answer the exercises/activities to find out how much you have benefited
from it. Work on these exercises carefully and submit your output to your
instructor.

In case you encounter difficulty, discuss this with your instructor

during the face-to-face meeting or during your online meeting.

Good luck and happy reading and answering learning activities !!

Lesson 1

TEACHING MODELS

Development of models of teaching is the recent innovation in teaching.

An important purpose of discussing models of teaching is to assist the
teacher to have a wide range of approaches for creating a proper
interactive environment for learning. An intelligent use of these approaches
enables the teacher to adopt him to the learning needs of the students.

Teaching Models are larger than a particular strategy, method, or tactic.

These are broad overall approaches to instruction that do not only help
teachers in planning instruction, but also guide them in acquiring
information, developing skills, internalizing values, and engaging in other
forms of learning activities.

Selecting specific models of teaching helps you clarify how you’re going
to get across what it is you want your students to learn. Each model
represents a distinct perspective on how to do this. Admittedly, some
teachers are so passionate about a particular model that they use it
exclusively as their teaching style, but this deprives their students of the
variety and flexibility needed to acquire a well-rounded perspective. Let’s
face it, you wouldn’t want to sit in a class learning things the “same old way
day in and day out” and neither would your students. But it isn’t just for
variety – each model is going to help you accomplish some things very well,
other things not so well. Figuring out what you are most trying to
accomplish, then selecting the model(s) that will best help you get there,
means your students are going to have rich opportunities to obtain deep
understanding

Main Characteristics of Teaching Model

1. Specification of learning outcomes; A models of teaching specify what

the students should perform after completing an instructional sequence.

2. Specification on environment; A models of teaching specifies in definite

terms the environmental condition under which a student’s response
should be observed.

3. Specification of criterion of performance; A models of teaching specifies

the criterion for performance which is expected from the students.

4. Specification of operation; A models of teaching specifies the

mechanism that provides for the reaction of students and interaction with
the environment.
5. Scientific procedure; A models of teaching is based on a systematic
procedure to modify the behavior of the learner. It is not a haphazard
combination of facts.

Functions of Teaching Models

1. They help in guiding the teacher to select appropriate teaching

techniques, strategies and methods for the effective utilization of the
teaching situation and material for realizing the objectives

2. They help in bringing about desirable changes in the behaviour of the

learners.

3. They help in finding out ways and means of creating favorable

environmental situation for carrying out teaching process.

4. They help in achieving desirable teacher-pupil interaction during

teaching.

5. They help in the construction of a curriculum or contents of a course.

6. They help in the proper selection of instruction material for teaching the
prepared course or the curriculum.

7. They help in designing appropriate educational activities.

8. They assist procedure of material to create interesting and effective

materials and learning sources.

9. They stimulate the development of new educational innovations.

10. They help in the formation of theory of teaching.

11. They help to establish teaching and learning relationship empirically.’

DISCOVERY LEARNING

Jerome Bruner is often credited with originating discovery learning in

the 1960s, but his ideas are very similar to those of earlier writers (e.g.
John Dewey). Bruner argues that "Practice in discovering for oneself teaches
one to acquire information in a way that makes that information more
readily viable in problem solving.”

This teaching model is based on the idea that content is not given to
learners in finished form. Rather, it is discovered by learners before they
can internalize it. By the large, discovery learning is used to accoplish three
related education purposes like:

- to provide students with opportunities to think independently.

- to help students discover how knowledge becomes.
- know to promote higher-order or critical thinking skills such as analysis,
synthesis and evaluation

Discovery learning takes place in problem solving situations where the

learner draws on his own experience and prior knowledge and is a method of
instruction through which students interact with their environment by
exploring and manipulating objects, wrestling with questions and
controversies, or performing experiments.

Advantages:
• Discovery learning supports an active engagement of the learner in the
learning process, while you are participating, you are paying more attention
• Discovery learning fosters curiosity
• Discovery learning enables the development of life long learning skills
• Discovery learning personalizes the learning experience
• Discovery learning is highly motivational as it allows individuals the
opportunity to experiment and discover something for themselves
• Discovery learning builds on learner's prior knowledge and understanding
• Discovery learning uses activities that focus your attention on the key
ideas or techniques that are being examined
• Discovery learning creates active involvement that forces you to construct
a response and this results in processing of information deeper than mere
memorization
• Discovery learning provides the student with an opportunity to get early
feedback on their understanding
• Discovery learning results in "episodic memory," a deeper type of memory
that allows you to connect information to events which creates stimuli for
remembering the information
• Discovery learning can be motivating, it incorporates the individuals
pleasure of successfully solving problems and recalling information

Disadvantages:
• Discovery learning has the potential to confuse learner's if no initial
framework is available
• Discovery learning has limitations in practice when schools try to make it
the main way students learn academic lessons
• Discovery learning is inefficient, it is too time consuming for all academic
activities (for example mathematical operations), there are not enough
hours in a school year for students to 'unearth' everything on their own
• Discovery learning requires that the teacher be prepared for too many
corrections, a lot of things one discovers for themselves turn out to be
wrong (process of trial and error)
• Discovery learning can become a vehicle to reject the idea that there are
important skills and information that all children should learn
• If discovery learning is taken as an overriding education theory it is apt to
produce an inadequate education

INQUIRY LEARNING
This is commonly known as the inquiry process which is apparently the
application of scientific method of teaching.

Inquiry-based learning is not a new technique—in fact, it goes back to

education philosopher John Dewey—but it does stand in contrast to the
more structured, curriculum-centered framework of today’s schools. Asking
questions is at the heart of inquiry-based learning. The goal is not to ask
just any questions, of course, but ones that kids honestly care about. Your
role is to guide the kids in finding the answers themselves and encourage
them to ask new questions along the way.

“Inquiry-based learning” is one of many terms used to describe

educational approaches that are driven more by a learner’s questions than
by a teacher’s lessons. It is inspired by what is sometimes called a
constructivist approach to education, which posits that there are many ways
of constructing meaning from the building blocks of knowledge and that
imparting the skills of “how to learn” is more important than any particular
information being presented. Not all inquiry-based learning is constructivist,
nor are all constructivist approaches inquirybased, but the two have
similarities and grow from similar philosophies.

Inquiry-Based Teaching

Constructivist teaching is also inquiry-based, As the name implies, this

teaching that is focused on inquiry or question, but effective inquiry more
than simply answering questions or getting thc right answer. It espouses
investigation, exploration, search quest, rcscarch, pursuit and study. It is
enhanced by involvement with a community of learning, each learning the
other in social interac!ion" (Kuklthau, & Caspari, 2007). Thus problem-based
learning which is a perfect example of inquiry-based teaching and learning
will be discussed in the next Chapter.

Why do we encourage inquiry-based teaching and learning?

In a knowledge. economy, knowing has shifted from being able to

remember and repeat information to being able to find and use it. The
capital intellectual-knowledge. Therefore, students must be taught to
nurture inquiring attitudes necessary to continue the generation and
examination of knowledge throughout their lives. The skills and the ability
to continue learning should be the most important outcomes of teaching and
learning. Besides, with knowledge explosion it is impossible to teach all the
information we want to teach students. Teach them instead how to look for
and evaluate information.

Unfortunately, more often than not, schools overload students isolated

bits of information, information which may be true today but outdated
tomorrow. The knowledge base for disciplines is copstantly expanding and
changing. Somebody said, "If we are only teaching what we know, our
children can only do as bad as we are doing, and this is the challenge we are
facing we have to go beyond it" (Pauli, 2009, TEDx).

Teacher’s Task In Inquiry-Based Teaching-Learning

When using inquiry-based lessons, teachers are responsible for:

1. Starting the inquiry process.

2. Promoting student dialog.
3. Transmitting between small groups and classroom discussion.
4. Intervening to clear misconceptions or develop students’ understanding of
content material.
5. Modeling scientific procedures and attitudes.

Inquiry-based learning covers a range of activities to learning and

teaching including:

 Field-work
 Case studies
 Investigations
 Individual and group projects
 Research project.

PROBLEM-BASED LEARNING

The essence of this model consists of presenting students authentic and

meaningful problem situations to serve as springboards for investigation.

In many ways problem based learning (PBL) is the same as inquiry: A

problem situation is posed to students who then set up the means to
investigate, gather evidence, problem solve and present solutions. Indeed,
some PBL scenarios can be so complex that an entire unit is driven by a
single problem that invites multiple aspects of inquiry and problem-solving.
But more likely it will be a subset of a unit – perhaps a series of lessons over
several days, or maybe just a single activity.

The essential thing is that students are placed in the active role of
solving a complex, real-world problem that has no simple, pre-determined
“right” solution. It requires information gathering and either drawing upon
knowledge and skills already acquired or getting the knowledge and skills
they need. You pose the problem and you facilitate the process by asking
questions, challenging your students’ thinking, keeping them involved,
scaffolding and managing group dynamics. Your students solve the problem
by active participation in breaking down the problem and making decisions
that ultimately help them make meaning out of the whole thing.
Problem-based learning uses an inquiry model or a problem-solving model.
In that sense, students are given a problem, pose questions about the
problem, plan on what and how to gather the necessary information, and
come up with their conclusions (Scheiderman et al., 1998). The driving
force is the problem given and the success is the solution of the same, and
discovery of the several solutions.

What are the steps in Problem-Based Learning?

1. Read and analyze the problem scenario.

2. List what is known.
3. Develop a problem statement.
4. List what is needed.
5. List actions, solutions anf hypotheses.
6. Gather information.
7. Analyze information.
8. Present findings and recommendations.

Some common characteristics in problem-based learning models:

 Activity is grounded in a general question about a problem that has

multiple possible answers and methods for addressing the
question. Each problem has a general question that guides the overall
task followed by ill-structured problems or questions that are generated
throughout the problem-solving process.

 Learning is student-centered; the teacher acts as facilitator. In

essence, the teacher creates an environment where students take
ownership in the direction and content of their learning.

 Students work collaboratively towards addressing the general

question. All of the students work together to attain the shared goal of
producing a solution to the problem. Consequently, the groups co-
depend on each other’s performance and contributions in order to make
their own advances in reasoning toward answering the research
questions and the overall problem.

 Learning is driven by the context of the problem and is not bound by

an established curriculum. In this environment, students determine
what and how much they need to learn in order to accomplish a specific
task. Consequently, acquired information and learned concepts and
strategies are tied directly to the context of the learning situation.

COOPERATIVE LEARNING

This is the procedure whereby learners work together is small grups and
rewarded for their collective accomplishments. It is benefits both low- and
high-achieving students who were together in academic tasks. It has a wider
acceptance of people who are different.
Simply defined, cooperative learning is students working together in
small groups, learning through interaction with each other while the teacher
coaches the process. The broad goal is to teach collaboration skills so that
the inquiry process can unfold. Successful cooperative learning comes about
by thoughtful foresight on your part as to the tasks of each group and each
individual within that group. The notion that you can simply tell your
students to get into small groups to “work on the problem” isn’t cooperative
learning, as any teacher who has tried this hit-or-miss approach will tell
you.

Cooperative learning is a methodology that employs a variety of learning

activities to improve students’ understanding of a subject by using a
structured approach which involves a series of steps, requiring students to
create, analyze and apply concepts (Kagan, 1990). Cooperative learning
utilizes ideas of Vygotsky, Piaget, and Kohlberg in that both the individual
and the social setting are active dynamics in the learning process as
students attempt to imitate real-life learning.

By combining teamwork and individual accountability, students work

toward acquiring both knowledge and social skills. It is a teaching strategy
which allows students to work together in small groups with individuals of
various talents, abilities and backgrounds to accomplish a common goal.
Each individual team member is responsible for learning the material and
also for helping the other members of the team learn.

There are three phases of the implementation of cooperative learning.

1. The first phase is the pre-implementation phase, which includes:

specifying instructional objectives, determining group sizes and
assigning students to groups, arranging room, planning instructional
materials to promote interdependence, assigning group roles, assigning
tasks, explaining the criteria for success, structuring positive
interdependence and accountability, and specifying desired behaviors.
2. The second phase is implementation which includes: monitoring
behavior, intervening if needed, assisting with needs, and praise.The
third phase is post-implementation which includes: providing closure
through summarization, evaluating students’ learning, and reflecting on
what happened.

Some Cooperative Learning strategies

There are some popular strategies that can be used with all students to learn
content (such as science, math, social studies, language arts, and foreign
languages). However, they are particularly beneficial to ELLs for learning
English and content at the same time. Most of these strategies are especially
effective in teams of four:

1. Round Robin
Present a category (such as "Names of Mammals") for discussion. Have
students take turns going around the group and naming items that fit the
category. (Kagan, 2009)

2. Roundtable

Present a category (such as words that begin with "b"). Have students take
turns writing one word at a time. (Kagan, 2009)

3. Writearound

For creative writing or summarization, give a sentence starter (for example:

If you give an elephant a cookie, he's going to ask for...). Ask all students in
each team to finish that sentence. Then, they pass their paper to the right,
read the one they received, and add a sentence to that one. After a few
rounds, four great stories or summaries emerge. Give children time to add a
conclusion and/or edit their favorite one to share with the class.

4. Numbered Heads Together

Ask students to number off in their teams from one to four. Announce a
question and a time limit. Students put their heads together to come up with
an answer. Call a number and ask all students with that number to stand and
answer the question. Recognize correct responses and elaborate through rich
discussions. (Kagan, 2009)

5. Team Jigsaw

Assign each student in a team one fourth of a page to read from any text (for
example, a social studies text), or one fourth of a topic to investigate or
memorize. Each student completes his or her assignment and then teaches
the others or helps to put together a team product by contributing a piece of
the puzzle.

6. Tea Party

Students form two concentric circles or two lines facing each other. You ask a
question (on any content) and students discuss the answer with the student
facing them. After one minute, the outside circle or one line moves to the
right so that students have new partners. Then pose a second question for
them to discuss. Continue with five or more questions. For a little variation,
students can write questions on cards to review for a test through this "Tea
Party" method.

DECSISION MAKING
This is an intellectual process that requires students to select the best
alternative choice on a set of conditions or circumstances. It involves the
making intelligent choices by identifying objectives and alternative ways of
achieving them.

Decision-making models are a step-by-step process that encourages

students to look for more than one solution, choose the best alternative and
develop an action plan for solving a problem or making a decision. By
breaking problem solving into a step-by-step process and generating
alternate solutions, students can become better and more creative problem
solver

Decision making is the process of considering various options and

choosing the best one a. They range from simple decisions like what you
wear and eat, to more complex decisions like which job to take and what
house to buy. Decisions are made either at an individual or organizational
level. Decisions made by vailable. Every one of us has to make a wide
variety of decisions on a daily basismanagers and leaders affect others,
sometimes in complex, far reaching ways. As a leader (or aspiring leader) it
is important to be familiar with different decision-making models in order to
best serve your situation and organization.

Rational Decision Making Model

This one is often seen as the most classical approach and was one of the
first attempts at developing a model for decision making. The rational
decision-making model is a series of steps to be considered when making a
decision that should lead you to the best choice. This is a good option if
your problem or situation is well-defined and you have quantifiable options.
Here are the steps:

1. Identify the problem or opportunity

2. Gather and organize information
3. Analyze the situation
4. Develop a range of options
5. Evaluate and assign value to each one
6. Select the option you deem is best
7. Actively decide on that option and move forward

ACES Teaching Approach

The ACES teaching approach • puts a heavy premium on the affective

development of the students not because the affective scope precedes the
other dimensions, but because the former serves as the most vital force in
the integration of the students personality for a fuller and viable way of
life.
This Approach therefore makes the learners become more aware of
themselves, their assets and liabilities Learn to maintain and reinforce their
strengths Replace their liabilities with positive traits

THE THEORY

The ACES Teaching Approach is based on the confluent theory of education.

Thetheory provides for the flowing together and interaction of the effective 
andcognitive elements in individual and group learning.
Affective refer to the feeling or emotional aspect of experience and learnin
g, while cognitive refers to the activity of the mind towards knowing an
object , or itsintellectual functioning in the full grasp of the reality (thing,
person, or circumstance). Educators differ in their approaches to education.
Many believe in the use
of cognitive objectives as a means to develop affective reasoning, while oth
er believes in the use of affective objectives as a means to cognitive
realizations.

The confluent theorists believe in the simultaneous achievements of both

affectiveand cognitive goals. Confluence, moreover, means wholeness.
Learning one waydoes not happen independently of other ways. Each
reinforces the other in thetotality of effect in the
individual.The ACES approach conforms with the confluent theory of educati
on. Theintegration of these two dimensions aims to balance the two
components of valuesdevelopment for the person to have a solid base for its
behavioral manifestation,the third component.

The ACES Teaching Approach (Four A’s) follows a logical sequencing of

learning activities from the closing activity as shown below:

The collaborative effort of the students and teachers is a must in order to

make a meaningful and creative learning and 4A’s could be one of the most
useful tools towards it. Based on Kolb’s Experiential Learning Theory it aims
to approach the child holistically. It also acknowledges the past schemes of
the student and integrating it to a new one so most likely this format will
bring out what has been in stored and what is missing will be filled in
eventually towards a deeper knowledge of the lesson.

Phase 1: Activity

This will bring understanding to what the learners already know and clarity
to what learners should learn further. At this early stage, the student should
already have a retrospect of what they will be learning through the activity
that will be presented.

Phase 2: Analysis
A more in-depth understanding of the lesson, it is another phase where the
students will process and classify what is valid and not. The teacher on this
part will ask further questions and will also lead as a facilitator rather than
mere lecturing and sharing facts and ideas. The students know gains a wider
view of the lesson but at the same time draws closer to the main topic.

Phase 3: Abstraction

The teacher on this part will now focus entirely on the lesson being
presented and ask more lead questions to lead the students in reinforcing
what they know and should know more. The student here starts to feel more
the importance of the lesson to her and see the necessity of it to his/her
life.

Phase 4: Application

The word itself describes the stage as bringing the student to a more
practical way of using HOW are they going to use what they have learned
and thinking of new ways on how it can be improve further.

To add, this format will best affect learning when we facilitate more rather
than placing the lesson in their heads. We aim to keep them at phase but
not to the point of dragging them to what we would like them to achieve.
And last but not the least, Mastery of the Lesson – when the teacher is
prepared and has mastered the lesson it will surely surprise you with good
resul

 LEARNING ACTIVITY 1
Please answer the following question. (30 points)

Rubrics:
Content : 15 pts
Originality :10 pts
Clarity : 5 pts

1. Explain the function of teaching models.

2. Discuss the role of ACES approach in
Lesson 2

INSTRUCTIONAL STRATEGIES/
PRESENTATION TECHNIQUES

These are the means, techniques or procedures used in presenting data

reflecting interactive aspects of teaching. These are usually built-in within a
given teaching model during the different phases of instruction particularly
in sharing information about the lesson proper.

Instructional strategies are techniques teachers use to help students become

independent, strategic learners. These strategies become learning
strategies when students independently select the appropriate ones and use
them effectively to accomplish tasks or meet goals. Instructional strategies
can:

• motivate students and help them focus attention

• organize information for understanding and remembering

• monitor and assess learning.

LECTURE

Lectures are used when introducing a topic, defining an issue,

presenting a dilemna, explaining a process and in summarizing a key points.
These are well-planned oral presentations on a given topic by teachers or a
reporter.

Lecture is a valuable part of a teacher's instructional repertoire if it is

not used when other methods would be more effective. If the presenter is
knowledgeable, engaging, and motivating, then lecture can stimulate
reflection, and develop a sense of inquiry. Because lecture is teacher-
centered and student activity is mainly passive, the attention span of
students may be limited. Many students, because of learning style
preferences, may not assimilate lecture content.

In addition, lectured content is often rapidly forgotten

Explicit TeachingExplicit teaching involves directing student attention

toward specific learning in a highly structured environment. It is focused on
producing specific learning outcomes.

Topics and contents are broken down into small parts & taught individually. It
involves explanation, demonstration & practice. Learners are provided with
guidance and structured frameworks. Topics are taught in a logical order and
teacher directed.

ROUND TABLE DISCUSSION

 A roundtable discussion usually involves a small number of students,

perhaps no fewer than three and no more than eight. A relax atmosphere must
prevail and the presentation must be conversational rather than oratorical.
Roundtable discussion can be used in the classroom by having a group of
students discuss a problem before the class or by dividing the class into several
discussion without an audience.

What It Is: A speaker-audience technique in which four to six persons carry on a

discussion of a topic among themselves and the audience listens in on the
discussion.

When To Use It: To present opinions rather than facts.

Planning for Its Use: Plan seating arrangement so that panel members can see
each other and the audience can see them. Prepare the leader to introduce
panel members and topic and to raise stimulating questions. Prepare the leader
to keep the panel on subject and help it move on to a new question when the
main ideas have been brought out about the one being discussed. Prepare the
leader to lead the audience in a discussion or question and-answer period
following the panel presentation. Help the chairman and group members to
allot responsibility for securing information and for devising graphic aids and
demonstrations for presentations.

How To Use It: Have the leader state and clarify the problem to be discussed.
Have the panel members discuss the topic freely among themselves while the
audience listens. Have the leader end the panel discussion after a half hour,
summarizing the points and asking for questions or discussion from the
audience.

Advantages: Has an element of suspense as to what will happen next. Raises

questions and answers as the audience thinks of them. Creates interest and
participant involvement through fast-moving questions and answer- . Can cover
a large amount of ground under a skillful leader.

Disadvantages Does not lend itself to a systematic presentation of a topic.

Leaves many questions only partially answered. Presents opinions rather than
facts. Must be well planned in order to be successful. Requires members who
can speak freely and think clearly and quickly.

Variations: The procedure may be formalized by having the speakers request

permission from the leader or moderator when they wish to talk. The leader
may ask each panel member to express his opinion in three o' four minutes and
then stimulate a free discussion among panel members.

PANEL DISCUSSION

A panel discussion is similar to roundtable discussion in many aspects, but

there are some differences. The procedures is more formal than that of
roundable discussion. It usually begins with a short statement from each
discussant before the panel is opened for free discussion by the members of the
panel.

A panel discussion, involves a group of people, gathered to discuss a topic in

front of an audience. Panels usually include a moderator who guide the
discussion and some elicits audience questions, with the goal of being
informative and entertaining.

PRINCIPLE OF RESPONSESIBILITIES OF THE TEACHER 

Identify ,or help participants identify, issues or topics upon which to base a
panel discussion. Ensure that all panelists and the moderator are familiar with
the procedures for panel discussion in advance of the discussion itself so that
they will be able to fulfill the responsibilities of their roles. 
Assist panelists and participants (when necessary) in preparation for the
discussion by directing them to various source materials, authorities in the field
,etc. 

Help participants understand the need for fair procedures in discussing an issue
or topic.

PURPOSE OF PANEL DISCUSSION 

 It stimulates thought and discussion and clarifies thinking.

 It influences the facts, opinions and plans 
 It influences the audience to an open minded attitude and respect.
 It can be helpful to stimulate discussion and developing group opinions.

CHARACTERISTRCS OF PANEL DISCUSSION 

 To organise teaching at reflective level.

 Develops the ability for problem solving. 
 Helps to understand the nature, problem and theme for discussion.
 Develops ability of presentation of theme.
 Helps in creative thinking. 
 Develops right attitude.

TYPES OF PANEL DISCUSSION

1. Public panel discussion

 It is used for common man. 

 It is used to provide factual information regarding current problem.
 It determines social values of current issues. 
 Ex - Unemployment in Covid-19 pandemic. Issues of social distancing,
Annual Budget.

2. Educational discussion

 It is used in educational institutions.

 It is used to provide conceptual knowledge and clarification of certain
problems.
 Example - Enhancing students learning skill with educational
technology, Environment education etc

BRAINSTORMING

This strategy or technique is often used by teachers in analyzing issue,

an event, or a problem that calls for a solutions. Once the problems or issue
is presented to the class, the students are asked to suggest possible
solutions

Brainstorming is a large or small group activity which encourages

participants to focus on a topic and contribute to the flow of ideas. The
teacher may pose a question or a problem, or introduce a topic. Students then
express possible answers and relevant ideas. Contributions are accepted
without criticism or judgment. By expressing ideas and listening to what others
say, students adjust their previous knowledge or understanding, accommodate
new information and increase their levels of awareness.

Teachers should emphasize active listening during these sessions. Students

should be encouraged to listen carefully and politely to what their classmates
contribute, and to think of different suggestions or responses to share.

During brainstorming, students verbalize whatever comes into their minds

around a particular topic. Brainstorming can be about anything. The general
rules for brainstorming are: share whatever comes to mind that is relevant,
nojudgement of any idea, and every idea counts. You can place ideas at
random on the board, or use a special system (such as an outline or a mind-
map) for organizing them. After everyone has had a chance to share, look
for patterns or groupings in the ideas, invite students to reflect on the
ideas, or use the ideas towards a specific end. The strategy allows all
students who have an idea to be given acknowledgement for their original
thoughts. Brainstorming is an excellent way to begin problem-solving or just
to get people thinking about a particular topic and what it means to them.

What It Is: A creative technique for getting useful ideas through imagination
rather than through reasoning.

When To Use It To accumulate a quantity of alternative ideas.

Planning for Its Use : Decide how to present the problem and the technique
to the class. Establish the procedure to be followed throughout the
brainstorming session. Plan for a summary.

How To Use It : Appoint a recorder to write all ideas suggested. Introduce

the problem to be solved by brainstorming. Ask group members to offer any
idea on the problem that comes to mindthe wilder the idea, the better.
Have class refrain from criticism of an idea during the session. Screen and
appraise suggestions after the ideas seem exhausted. Summarize possible
solutions to the problem.

Advantages : Promotes creative thinking. Provides variety and fun in the

classroom.

Disadvantages: Procedures may be difficult for some students to follow.

Technique is often successful with only the more able students.
ROLE PLAYING

This stategy or technique helps students understand the perspective of

others. It enables students to identify with others in a variety of situations.
It develops empathy, concerns for others, and other prosocial behaviors by
having students enact an incident or problem and propose desirable
solutions.

It is a technique that allows students to explore realistic situations by

interacting with other people in a managed way in order to develop
experience and trial different strategies in a supported environment.
Depending on the intention of the activity, participants might be playing a
role similar to their own (or their likely one in the future) or could play the
opposite part of the conversation or interaction. Both options provide the
possibility of significant learning, with the former allowing experience to be
gained and the latter encouraging the student to develop an understanding
of the situation from the ‘opposite’ point of view.

Role Playing and Learning Role playing has a tremendous potential for the
average elementary and secondary school classroom.

First, by taking on the role of another person and by pretending to feel

like, think like, and act like another person, students can act out their true
feelings without the risk of sanctions or reprisals

Second, students can examine and discuss relatively private issues and
problems without anxiety. These problems are not focused on the self; they
are attributed to a given role or stereotype. Thus children can avoid the
normal anxiety accompanying the presentation of personal matters that may
violate rules and regulations. This experience may result in greater
individual insights, into behavior and a better understanding of the place of
rules and behaviorial standards.

Third, by placing themselves in the role of another, students can identify

with the real worlds and the imaginations of other children and adults. In
this manner they may begin to understand the effects of their behavior on
others, and they may gain significant information about the motivations for
their own and other people's behaviors.

Fourth, this increased opportunity for understanding oneself and others

paves the way for behavioral change. Achieving systematic insights into self,
into others, and into motivations for various actions can aid students in
clarifying their own values and in effectively directing or changing their own
behavior. By practicing a variety of behaviors in a series of role-playing
exercises and by discussing the effects of each, students may be able to
make more realistic choices for their actions than before.

Fifth, role playing may also be used to demonstrate less personal but
pervasive problems between and among people and groups. Social problems,
to the extent that they reflect conflict between man and man, can be
dramatized fruitfully in the classroom.

Sixth, role playing that helps individuals to understand their own and others'
behaviors can free them to utilize their intellectual potential more fully.
Substantial research has shown that interpersonal relations and feelings of
high or low self-esteem affect a student's academic performance. Thus role
playing directed toward understanding and changing interpersonal situations
may lead indirectly to a higher level of academic performance.

Seventh, role playing may prove to be an instructional technique

particularly useful with nonverbal, acting-out students

A final and unique advantage of role playing as an instructional technique is

its active nature. Participants and audiences do not merely discuss
theoretical problems of behavior and alternative ways of acting; they
observe and practice new ways of behaving.

SOCIAL DRAMA STRATEGY

This strategy or technique used in summarizing or communicating

highlights of learning experiences through a pantomime, skits and
dramatization.

Drama games have a variety of purposes in the classroom and can be

adapted to suit various needs. Certainly, the physical movement can help
students memorize the academic content, from people and events in history
to the three branches of government. Many games focus on building
community, developing an environment of trust, focusing attention,
developing concentration skills, and developing vocabulary

Creative dramatics, a highly effective method for integrating arts

education into core curriculum, produces a positive and lasting impact on
student learning, in terms of creative and critical thinking, language
development, listening, comprehension, retention, cooperation, and
empathy and awareness of others. Creative dramatics not only has the
power to bring curriculum to life, but also to stimulate active involvement
in the development of conceptual understanding

The Importance of Drama

Drama is the center of existence; because, it is a valuable form of

communication. Drama provides children with an opportunity to work
together cooperatively on a shared life. As a result, it gives children the
change to express themselves more effectively in everyday situations
Moreover, drama encourages children to learn how to influence others and
how to put themselves in other people's shoes. This activity is thought to
have educational value. Same people claim that trying to be in someone
else's shoes and to imagine in certain situations gives a physical, visual and
immediate experience or discussing the same things.

Forms of Drama

Dramatic forms are inclusive of all other educational and arts forms.
That is, in dramatic activity can be employed language, music, dance and
movement. There are two main categories of dramatic forms: play and
improvisation.

Drama is hands-on, experiential learning and engages mind, body, voice,

and emotions to interpret and convey to others information and ideas.

• Each sense that is engaged provides an opportunity to remember the

information and the experience. Memory can be triggered from what the
students saw, smelled, heard, touched, or tasted during the game even if it
was pretend or simulated. Each sensory input provides another opportunity
to learn and retain the information.

• Research has demonstrated that the emotional involvement in drama

activities promotes a deepening of understanding and improved retention of
the information.

• Comprehension and retention greatly increase by using drama. For

example, a student acts out the vocabulary word “slippery” in front of the
class. She now has a much improved chance of remembering the word and
what it means than if she had to memorize it for a written test. Rote
memorization generally diminishes within a few weeks. Most people have
first hand experience with this process. How many times have we studied
intensely to learn and memorize a large amount of information for a test,
only to forget most of it within a short time afterwards.

• Bodies are alive and moving, energy is created and released, and muscles
are exercised during drama games. All of these factors increase the
students’ motivation and attention for learning.

• Drama provides a rich experience that engages body, emotions, and

senses in dynamic learning.

• By acting out the material, students who have difficulty with reading and
writing can avoid struggling with pen and paper, and may expose a
previously unnoticed intelligence or ability. The following groups typically
struggle academically, but often shine and demonstrate their knowledge
and creativity in drama. They can gain much needed self-esteem and
improve literacy skills by playing drama games.

• Drama is a kinesthetic teaching method that benefits those students who

learn best by doing. Research provides ample evidence to support the
importance of movement for learning. Not only does movement reach the
kinaesthetic learners in the group, it refreshes and energizes all
participants. • Drama is an effective Total Physical Response method with
second language learners or learning disabled students.

• Drama develops imagination and story-telling, which contribute to more

detail in creative writing.

• Acting training develops the expressive use of the voice to convey

emotion, inflection, attitude and other vocal elements. The regular use of
drama significantly improves readaloud skills by reducing monotone delivery
and promoting loud and clear speech habits.

• Re-enacting classroom literature, even in simple improvised

dramatizations, greatly improves reading comprehension, story analysis,
vocabulary development, and story recall. There are numerous research
studies that consistently demonstrate these same benefits.

• Research shows that young children learn primarily through play. They
develop social skills, physical coordination, and cognitive understanding of
their environment through play. Many educators argue for an increased
allotment of time for children to play during the school day, especially in
pre-school, primary, and elementary grades.

• Drama games allow for a large range of participation, from minimal to

highly expressive and creative. Gifted students are given a chance to
synthesize learning from various subjects. They can take the same idea
several layers deeper than an average student and still demonstrate it in the
same time frame as others.

• The highly verbal and quick-thinking nature of improvisation games

provide excellent creative outlets for gifted students.

 LEARNING ACTIVITY 2

Please answer the following question. (30 points)

Rubrics:
Content : 15 pts
Originality :10 pts
Clarity : 5 pts

1. Elaborate the importance of using instructional

strategies in teaching social studies.
Lesson 3

DESIGNING GRAPHIC
ORGANIZERS
Graphic Organizers are essential tools of learning. These are forms of visual
representations of both teachers and students in teaching-learning process.
Simply put, these are visual representation of knowledge that are
conceptualized. Developed, and utilized to ensure effective instruction.

CONCEPT MAP

Use the concept map to define a concept or to illustrate an idea drawn from
a given lesson. Concept maps help in organizing categories of concepts and
establishing relationships between and among them.

Concept mapping is used to organize related information in a visual manner.

Study maps clearly and concisely demonstrate hierarchical relationships
among the topic, main ideas, and supporting details or pertinent course
material.

Mapping is a way of picturing course content that enhances retrievability of

the information on a test.Maps are useful because they reduce large
amounts of information.

Mapping helps you to learn actively. The maps are highly individualized,
representing information in a unique and personal way. Structuring the map
allows you to see interrelationships in the information.

When to map:

a. When a course can be organized by topics or concepts

b. When knowing a structure, system, operation process, or sequence of

events is integral to understanding course material.

b. When summarizing, outlining, or otherwise reducing content for an

exam.

There are several benefits of using concept maps. A concept map:

 Helps visual learners grasp the material (however all learners benefit
from the activity)

 Helps students see relationships between ideas, concepts, or authors

 Utilizes the full range of the left and right hemispheres of the brain

 Helps memory recall

 Helps to clarify and structure ideas

 Aids in developing higher-level thinking skills (create, analyze,

evaluate)
 Helps students synthesize and integrate information, ideas and
concepts

 Encourages students to think creatively about the subject

 Lets students do self-evaluation of beliefs, values, socialization, etc.

 Helps students evaluate assumptions.

CONCEPT CLUSTER

It is a graphic organizer for teachers to help students sort out their thoughts
before they start writing an essay, a research paper, or another project.
This organizer is pretty straightforward: Students would add a topic or
theme in the middle of the cluster/word web, similar to a mind map. Then
they would write their main points in the second level of circles and
supporting details in the third level of circles.

It illustrate a major concept together with its sub-concepts to show the

coverage of a given lesson or a given study.

How to use it

Step 1: Pick your topic of interest to explore. This should be placed in the
middle of the diagram. 

Step 2: Brainstorm around this main idea and come up with sub-topics
related to it. Place them around the center. 

Step 3: Brainstorm around each of the sub-topics and write down related
ideas around them. 

Step 4: Add as many layers as you want. However, use color-coding to

emphasize each branch of thought. This will make it easier for you to read
and understand the cluster diagram.

WHEELMAP

Used to show the division of a lesson into subtopics to facilitate individuals or a group
investigation in the classroom.The idea wheel is like a mixture of the circle map
and the spider map.This graphic organizer works for brainstorming and
organizing ideas at the same time. The center of the chart holds the main
topic which is being studied and around it there can be other circles or
shapes, a sectioned larger circle or connected bubbles.

The purpose of an idea wheel is to organize information hierarchically or as

a sequence.Thoughts are added around the main idea in specific sections,
and then explained inside the same circle or with a shape stemming
out.Idea wheels are good for freestyle brainstorming and organizing
information about a topic. It helps with taking notes while doing research or
getting an idea of the bigger picture.

 CYCLE GRAPH

Cycle graphic organizers describe the combination of different concepts and

information. They refer to visual and graphic displays. We can improve
learning results for information, review, and students, etc. You can arrange
information by using this tool’s cycle. There are multiple forms of graphic
organizers by which you can organize and arrange different pieces of
reliable information. It presents a series of connected events that occur in
sequence and procedure a repeated result.

FACT STORMING

FactStorming is a summarization activity that begins as a whole-class review

and leads to individuals, pairs, or small groups reworking the information to
make it their own. Engaging students in a class brainstorm or “idea splash”
is just the first step in this review or assessment activity. It involves much
more than just identifying a low-level list of “facts.”Used to facstorm the
subconcepts under a major concepts to show the coverage of the lesson or
unit in study.

DISCUSSION WEB

A discussion web helps students organize arguments or evidence in

connection with the given lesson.

A Discussion Web helps students visualize the key elements of an issue and
quickly identify opposing points of view on the matter. This organizational
tool guides discussions by allowing students to identify ideas of contention,
to weigh opposing viewpoints, to critically evaluate the arguments, and to
draw conclusions.

Discussion Webs are useful tools for readers. This strategy offers a clear
"point-counterpoint" visual framework for analyzing texts.

Steps to Discussion Webs:

1. Distribute a selected reading to the class. Be sure to select a

controversial document that elicits clearly defined opposing
viewpoints.
2. Ask the class to identify the main question of the text. Once
consensus is reached, post the question for quick reference.
3. Divide the class into small groups of 3 or 4 students. Provide
the groups with the Discussion Web graphical organizer (see
below).
4. Ask the groups to write down at least 3 reasons for answering
the question "Yes" and 3 reasons for answering the question
"No."
5. On a simple "T-chart," record students' positive and negative
responses. Use this list to promote discussion. Have students
evaluate each reason ("pro" and "con") objectively and fairly.
6. After discussing the individual reasons, encourage each student
to decide on a position on the general question. Point out that
understanding both sides of an argument does not preclude
taking a stand.
7. Have each student write his final conclusion on an index card.
Collect the cards and tally the responses. Share the results
with the class and list the most common reasons ("pro" and
"con") for these decisions on a shared Discussion Web form.

BUBBLE TREE

Use to represent relationships among concepts. It is usually used with

information that can be categorized beneath a core or main
understanding.Use to represent relationships among concepts. It is usually
used with information that can be categorized beneath a core or main
understanding.

The bubble map’s purpose is to define the main topic with specific
adjectives and phrases. In this instance, the center circle stems off into
other circles or bubbles which surround it. Each connected circle will include
a defining adjective or phrase.

LADDER WEB

The Ranking Ladder can represent priority or precedence, such as steps in a

process, a hierarchy, position of components, relative importance of each
data point, or status of individuals. For example, you might use a Ranking
Ladder to prioritize ranks in the military.It use to answer questions that call
for answers in enumeration. A ladder web gives a logical presentation of
data recorded as a result of an investigation

 LEARNING ACTIVITY 3
Please answer the following question. (30 points)

Rubrics:
Content : 15 pts
Originality :10 pts
Clarity : 5 pts

1. Make a topic in History using Cluster

web.

2. Create a wheelmap using the topic

“Great Artists of the Renaissance
1.
Congratulations! You have just studied Module 3. Now you are rea
dy to evaluate how much you have benefited from your reading by answe
ring the learning activities. Good Luck!!!