Lesson 9 Neate Objectives * Discuss lecture-discussior ‘ ntary soci * Explain how lecture-discussion is used in elementary iteBy uctional stra : Cee ial studies instruction tary social studie jccussion in elementary St . * Develop a lesson plan that uses lecture-discuss : 7 her Bam enumerateq In delivering the lesson about their region's economy, Teac the different products and industries that are present in their area and nearby Provinces. He listed these on the board and asked the students to copy It. He wrapped up the lesson by stating that their economy is dependent on their natural resources. In tackling the same topic, Teacher Mark asked the students to give examples of| products and industries that are found in their hometown. He encouraged students to recite and write their answers on the board. He also provided an activity that asks students to list five of their region’s resources and explain how these affect people’s livelihood. At the end of the lesson, he asked students to summarize the important points and generate a conclusion based on their discussion. Teacher Bam and Teacher Mark tackled the same lesson but they implemented different instructional strategies. The former utilized a lecture while the latter preferred a discussion. In your opinion, which of the two teachers delivered better instruction for elementary pupils? Why? Both the lecture and discussion have strong and weak Points when implemented in the classroom. To get the best of both strategies, educators Suggest the utilization Of the lecture-discussion. n this chapter, you wil learn what this strategy is and how it is implemented in the classroom. a Lecture-discussion is perhaps the most widely used instructional strategy across all grade levels and subjects areas. Also called teacher-led discussion of classroom discussion, it is a strategy under the direct instruction mode| which promotes interaction between teacher and students through explicit instruction combined with 94 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADESdifferent levels of questioning. This strategy is preferred by many teachers to veer away from the negative connotations of a lecture (i.e., the teacher dominates the discussion while the students are only seen as passive recipients of information) and recitation (i.e., a fast-paced interaction between teacher and students where teachers ask mostly knowledge-level questions). The lecture-discussion strategy is founded on the cognitive theory of education which believes that students internally organize and process the information they receive, thus making them active participants in the learning process. Under this strategy, students explore ideas and concepts, develop lower order and higher order thinking. skills, engage in problem-solving and group decision-making, and develop informed opinions based on evidence (Wilen, 2004; Engles and Ochoa, as cited in Larson, 2000). ‘The lecture-discussion strategy is applicable in many content areas in social studies, particularly in explaining new concepts, ideas, phenomena, and historical events. Steps The lecture-discussion strategy is done by following these four basic steps: 1, Introduction. The teacher begins the lesson by providing a motivation activity, presenting the objectives, and giving an overview of the topic. 2. Presentation of the lesson. The teacher proceeds to the unfolding of the topic through the use of question-and-answer techniques and visual organizers. 3, Comprehension monitoring. The teacher checks students’ understanding through different strategies of formative assessment. 4, Integration and closure. Students summarize the lesson by highlighting the important points, synthesizing old and new information, and/or sharing evidence-based conclusions. Advantages While there are many educators who warn against the use of direct instruction strategies, lecture-discussion is beneficial if used in moderation. First, it is easy to implement and can be applied in almost all content areas in social studies. Its greatest strength lies in its efficiency in imparting information since teachers transfer the same amount of knowledge to all students in the classroom within a short period of time. Also, the structured content and the allotted time for comprehension monitoring aids in mastery of learning which can, in turn, improve student achievement. Lastly, by utilizing a wide range of questioning, the teacher engages students in different ways of thinking—from coneretee to abstract, from convergent to divergent, and from lower order to critical and creative thinking skills. UNIT « INSTRUCTIONAL STRATEGIES FOR s | 95cal delivery is y, sentation. Vocal en s your presen! phen > alos stl and practice YOU en our questa and plan how to ain concepts that will be easily and plan how to expla son, Elementary students have sh son. that will capture their attentio, Be brief in the presentation of the a ee attention spans, If possible, Insert activ from time to time, ae uestioning script is a 3. Use a questioning script to develop your ee, sa lower level to highe basic set of questions constructed to guide stu len of the Cognitive Doman levels of thinking. You may refer to Bloom's Taxonomy loping ths. Also, a¥gh or the Taba | and Taba Il approach as a guide in develop! a by yes or no. questions that are ambiguous, biased, and answerable only by ye mples, medi 4. To increase the effectiveness of delivery, use Umer Raia . and graphic/visual organizers (e.g., concept map, semantic web, 4 5. Pause occasionally after giving questions. Provide ample thinking time and rephrase questions if students do not provide answers. 6. Lecture-discussion works best if used in moderation and if integrated with other strategies, Using this as your everyday strategy may lead to a boring class, Experience Study the sample Daily Lesson Plan below and analyze how the lecture-discussion strategy is utilized in the elementary social studies classroom. panlipunan na bunga ng migra: Grade Level 4 | Learning Area Araling Panlipunan Quarter Ikalawa 1. Objectives Naipamamalas ang pag-unawa sa Pagkakilanlang Pilipino Content Standard | batay sa pagpapahalaga sa pagkakaiba-iba ng mga pamayanang pang-kultural, Naipagmamalaki ang pagkakakilaniang kultural ng Pilipino Performance batay sa pag-unawa, Pagpapahalaga at Pagsusulong ng Standard pangkat kultural, pangkat &tno-linggwistiko at ibq Pang pangkat 96 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES Syon at “inter-marriage”. eSLearning Competencies/ Objectives ie 1. Natutukoy ang mga pamanang pook bilang bahagi ng Pagkakakilaniang kulturang Pilipino. 2. Naipaliliwanag ang kahalagahan ng mga pamanang pook sa kultura ng mga Pilipino. 3. Nakapagmumungkahi ng mga pamamaraan upang Mapangalagaan at maipagmalaki ang mga pamanang pook. kb Other Learning Resources Il, Content Mga Pamanang Pook I. Learning Resources oe Araling Panlipunan 4 Learner's Module Araling Panlipunan 4 Teacher's Guide © Laptop © Projector © Speaker 3 Worksheet Semantic web ng kultura IV. Procedures Before the Lesson 1. Pagganyak (7 minuto) Papanoorin sa klase ang music video ng “Piliin Mo Ang Pilipinas” na kinanta ni Angeline Quinto. Kinuha ito sa [Link] Itatanong ng guro sa klase ang sumusunod: 1, Ano-ano ang mga pook na ipinakita sa music video? 2. Nakapunta na ba kayo rito? 1, Paglalahad ng mga Layunin at Paksa (3 minuto) jpapabasa sa mga mag-aaral ang mga layunin ng aralin. sq mga nakaraang aralin, pinag-aralan natin ang iba’t ibang materyal at di-materyol na kultura ng mga Pilipine Ngayong araw na ito, jaa sa mga halimbawa ng materyal na kultura, ang mga pagtutuunan natin ng pansin ang pamanang pook.” UNIT + INSTRUCTIONAL STRATEGIESDuring the Lesson to) 1 Talakayan (15 minu' Gamit ang PowerPoint, ilalahad ng guro ang a ng magpapakita ng mga ‘ang pook. Pagkatapos nito ay " FOr ee prmanang poo ba iana reer ng Pilipinas. Guguhit din ng talahanayan ang guro sa board upang maging gabay sa talakayan. Mga mag-aaral ang sasagot at magsusulat ng impormasyong bubuo sa talahanayan. Pamanang Pook Saan ito Paano mie matatagpuan? sinasalamin ang pogkakakilanlan ng rehiyon o bansa? ‘Simbahan ng Paoay Intramuros Magellan’s Cross Banaue Rice Terraces Mount Hamiguitan Wildlife Sanctuary Pagkatapos mapunan ang talahanayan, itatanong ng guro ang sumusunod: 1. Bakit mahalaga ang pangangalaga sa mga pamanang pook? Paano ka makakatulong sa pangangalaga ng at pagmamalaki sa ating mga pamanang pook? Comprehension Monitoring (10 minuto) Magpapasagot ang guro ng worksheet na kagaya ng talahanayan sa talakayan. mt 8 | TEACHING social STUDIES IN THE ELEMENTARY GRADES ee See,|. Integrasyon (5 minuto) Magpapakita ang guro ng semantic web tungkol sa kultura, ang dalawang uri nito, at'mga halimbawa upang makita ng ™ga mag-aaral ang kaugnayan ng pamanang pook sa mga nakaraang aralin. Bilang pangwakas, itatanong ng guro: Paano sinasalamin ng mga pamanang pook ang pagkakakilaniang kultural ng mga Pilipino? . Kasunduan After the Lesson Sa short bond paper, gumuhit, magdikit o mag-print ng !arawan ng isa sa mga pamanang pook sa Pilipinas. Hlarawan ito at ipaliwanag ang kahalagahan nito sa pagkakakilanlang kultural ng mga Pilipino. Ipapasa ito sa susunod na pagkikita. Pamantayan sa Paggrado: Nilalaman — 10 puntos Pagkamalikhain at Kalinisan - 5 puntos Mekaniks at Organisasyon —5 puntos KABUAAN: 20 puntos Assess 1. How is the lecture-discussion strategy different from lecture and recitation? 2. Why is lecture-discussion considered a direct instruction strategy? 3. What are the benefits of using lecture-discussion in instruction? UNITIII + INSTRUCTIONAL STRATEGIES FOR SOCIAL STUDIES | 99Challenge The lecture-discussion model is highly patronized in social studies given thay the subject covers a wide range of content and teachers are pressured to finish the curriculum because of standardized tests. Do you think this scenario affects the quality of instruction? Why or why not? Harness Read the K to 12 Curriculum Guide for Social Studies and choose one lesson from Grades 1 to 6, Develop a Daily Lesson Plan that utilizes the lecture-discussion strategy. Use the format below. Grade Level Learning Area Quarter 1. Objectives Content Standard Performance Standard Learning Competencies/ Objectives 100 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADESHh, Content il. Learning Resources Other Learning Resources References j}— | IV, Procedures Before the Lesson During the Lesson After the Lesson UNITE + INSTRUCTIONAL St