Instructional Models for Social Studies

OBJECTIVES
• Define an instructional model and explain its importance in instructional planning
• Compare and contrast the different instructional Models for social studies
• Explain the procedures for each instructional model and apply it to the elementary
social studies curriculum.
• Write a unit or lesson plan in elementary Social Studies that adheres to one
instructional model.

INSTRUCTIONAL MODEL
•Serves as a general framework for the process of learning.
•It is comprised of a variety of teaching strategies and a set of step-by-step procedures
that should be done to achieve the instructional goals.
• May be compatible with a particular goal or content but not in another. As such,
teachers need to be familiar with the different instructional models that can be utilized in
planning effective instruction for elementary social studies.

DIRECT INSTRUCTION MODEL

Most commonly used instructional model in social studies. Also called expository
learning or explicit teaching, defined as a “highly-structured, teacher-centered strategy
that capitalizes on such behavioral techniques as modelling, feedback, and
reinforcement to promote basic skills acquisition”
It requires teachers to convey facts and details, demonstrate skills and learning, provide
immediate feedback, and give guided and independent practices to test student
learning. Strategies that fall under this model are lectures, class discussions, and
demonstrations.

DIRECT INSTRUCTION MODEL

One example of direct instruction is Hunter’s Seven-Step Model. It was developed by
Madeline Hunter who believed that this model can be adopted by any grade level and
subject. It can be done by the following these steps:
 1. Anticipatory Set. The teacher motivates the students by directing their attention
to the lesson. He/she may pose a question, show a video or picture, or tell a
story.
2. Objective and Purpose. The teacher states the purpose
3. Input. The teacher presents his/her own timeline which contains five important
events in his/her life.
4. Modeling. The teacher, an invited resource person, or a member of the class
demonstrates what all students should be able to do.
5. Checking for Understanding. The teacher asks questions or requests
demonstrations from students to ensure that they understood the lesson.
6. Guided Practice. Students are asked to perform individual tasks while the
teacher roams around the classroom to ensure that they are doing it correctly.
7. Independent Practice. Once all students demonstrate their knowledge, the
teacher gives them tasks which they should perform completely without the aid of
the teacher.

DIRECT INSTRUCTION MODEL

The table in the next slide illustrates an example of Hunter’s Seven-Step Model.
• The topic is:
“Ang Aking Kwento”
• The level is:
Grade 1
The competency is:
“Nakikilala ang timeline at ang gamit nito sa pag-aaral ng mahahalagang pangyayari sa
buhay hanggang sa kanyang kasalukuyang edad.”

DIRECT INSTRUCTION MODEL

PROCESS APPLICATION
The teacher presents five pictures that show the different
Anticipatory Set stages in the life of a pet. He/she asks the class to arrange
them chronologically and provide captions that will describe
each picture.
The teacher states the objective of the lesson: to know
Objective and Purpose what a timeline is and how it is used in presenting
important events in one's life.
 The teacher presents the lesson through discussion or
Input storytelling.
The teacher presents his/her own timeline which contains
Modeling five important events in his/her life.
The teacher asks the class:
Checking for 1) What is a timeline?
Understanding 2) What does it look like?
3) How can it be used to present one's story?
The teacher provides a worksheet with a timeline already
Guided Practice drawn and students have to supply it with five events that
happened to them in the past week or month. He/she
roams around the classroom to check the students' work
and provide immediate feedback.
The teacher gives an assignment instructing students to
create their own timeline which features eight important
Independent Practice events in their life from birth to present.
He/she may require students to be more creative in the
construction of their timeline.

INQUIRY MODEL
Ellis (2010) defines inquiry as an investigative process based on the examination of
evidence, often using questioning, hypothesis testing, and data gathering to arrive at an
evidence-based conclusion.
Introduced by John Dewey in the 1920s, this model is one of the most common indirect
approaches in social studies instruction and is also often used by social scientists in the
conduct of historical, anthropological, and sociological research.
It is a student-centered approach, it can increase student motivation and active
participation especially if the questions posed by the teacher are interesting and
challenging.
It also promotes the development of research skills and the use of critical thinking since
students are asked to use multiple sources to arrive at valid conclusions.

INQUIRY MODEL
In topics with real-world applications, students are also trained to solve practical
problems using the scientific method.
The main challenge for teachers who use this model is time allotment. It is impossible to
use the inquiry model in every lesson because it is highly possible that the teacher will
fail to cover the curriculum for the school year.
Also, while the process is student-centered, it is important to note that teachers should
actively guide the students in their search for answers.
This holds true especially for the lower elementary grades, to ensure that they will arrive
at valid conclusions.

INQUIRY MODEL
There are many inquiry models that can be used by social studies teachers. An example
of this is from Banks (1990) who outlined the following steps:
1. Pose a question inquiry. Make sure that the question can be answered using dafa
and evidence.
2. Encourage students to formulate hypotheses. Use observations, prior
experiences, and logic to arrive at as many hypotheses as possible.
3. Gather and analyze data. Be involved in the data collection process to ensure that
students will draw valid and reliable conclusions.
4. Determine whether to accept or reject the hypotheses based on the conclusion.
Have students publicly present the inquiry process and their findings.

INQUIRY MODEL
The table in the next slide shows an example of the step-by-step procedure using
Banks' model.
• The topic is:
"Ang Katangiang Pisikal ng Aking Bansa"
• The level is:
Grade 4
• The competency is:
"Nailalarawan ang bansa ayon sa mga katangiang pisikal at pagkakakilanlang
heograpikal nito."

INQUIRY MODEL
 PROCESS APPLICATION

Pose a question for inquiry. The teacher asks the central question:
Ano ang katangiang pisikal ng Pilipinas?
Encourage students to formulate Students will share their hypothesis,
hypothesis. examples of which are:
Hypothesis A: Ang Pilipinas ay
napapaligiran ng tubig.
Hypothesis B: Maraming bundok sa
Pilipinas.
Hypothesis C: Mas Malaki ang Pilipinas
kaysa Estados Unidos.
Hypothesis D: Mainit sa Pilipinas.
Divide the class info small groups and
assign them different tasks.
Group I: Pagsusuri ng mapang
topograpikal ng Pilipinas
Group 2: Pagsusuri ng kinalalagyan ng
Pilipinas sa mapa ng daigdig
Gather and analyze data. Group 3: Pagsusuri ng mga larawan ng
mga anyong lupa at anyong fubig sa
Pilipinas
Group 4: Pagsusuri ng mga larawan ng
mga likas yaman ng Pilipinas Group 5:
Pagbabasa ng talata tungkol sa
heograpiya ng Pilipinas.
Students report their findings in front.
Determine whether to accept or reject Afterward. the class decides which
the hypotheses based on the hypotheses are accepted and rejected
conclusion. based on their
research.

COOPERATIVE LEARNING MODEL

Chapin (2013) defines cooperative learning as a popular instructional approach in which
small groups of students work together toward a common learning goal.
Since schools are tasked to develop not only the cognitive capacities of students but
also their social and interpersonal skills, many teachers utilize this model in their
instruction.
It promotes positive relationship with peers and trains students to collaborate with
people, skills that are very much needed in the real world.
It also fosters individual accountability, with teachers emphasizing that everyone should
equally contribute, and free riding should be discouraged.
Moreover, it can be used with other instructional models such as direct instruction and
inquiry. Examples of learning activities that fall under this model are jigsaw,
brainstorming, and role-play.
COOPERATIVE LEARNING MODEL
In planning cooperative learning, Chapin (2013) suggests to consider the following
elements:
1. Objectives and tasks. Ensure that cooperative learning is compatible with the
objectives. Come up with challenging and rewarding tasks that will require many skills
and discourage the dependence on one or two people.
2. Size of the group and the method of assigning members. Experts have different
opinions on the ideal size of groups. Cohen (1994) suggests not more than five while
Kagan (1994) believes the perfect number is four. In any case, feachers should make
sure that the group is not that large with the tendency to discourage other members
from participating in the tasks. Also, teachers should implement heterogeneous
grouping and ensure that there is a fair distribution of abilities and gender in the groups.
3. Roles. Teachers should ensure that members of the group have roles to play.
Examples of such roles are facilitator/leader, recorder/secretary, and monitor/checker.
Roles may be assigned by teachers or decided by the students. Corresponding tasks
should be emphasized, and self and peer evaluation should be implemented to ensure
accountability. Roles should also be rotated to give opportunities for growth to every
student.
4. Room arrangement and materials. Groups must be seated near each other to allow
ease of communication. Group materials should also be tended by members of the
group to foster accountability and responsibility.

COOPERATIVE LEARNING MODEL

STAD or Student Teams-Achievement Division - is an example of the cooperative
learning model. This model promotes individual accountability and teamwork through
the following procedure:
1. Direct instruction. The teacher enumerates the objectives and presents the lesson
through lecture, discussion, or demonstration.
2. Teams. The class is divided into heterogeneous small groups. Members should help
one another in understanding the lesson presented by the teacher and ensure each
other's mastery with the help of teacher-made worksheets.
3. Quiz. After the group session, students are given individual quizzes.
4. Individual Progress Score. Scores in the present quiz will be compared to scores in
the past exams. Students with increased scores earn corresponding points for their
team.
5. Team Recognition. Teams that reach or go above the set criterion score will receive
recognition through awards, certificates, special privileges, or bonus points.

COOPERATIVE LEARNING MODEL

PROCESS APPLICATION
Direct Instruction The teacher presents the objectives and discusses the
lesson with the use of charts, tables, and graphic
organizers to highlight the policies and programs of each
administration.
Teams The class will be asked to work with their teams (assigned
at the beginning of the quarter) and complete an
individual worksheet that summarizes the lesson.
Quiz The teacher gives an individual quiz.
Individual Progress Scores of students in the quiz will be compared to the
Score average score of their past quizzes. Those who got an
increase in score will be given 5 points for their team.
Team Recognition At the end of the quarter, teams who got a score of 100
and above will be given an additional one point in their
final grade.

Quiz
What is the Direct Instruction Model also called?
a) Inquiry learning
b) Cooperative learning
c) Expository learning
d) Reflective learning
Answer: c) Expository learning
According to Madeline Hunter, how many steps are there in her Seven-Step Model for
direct instruction?
a) Five
b) Seven
c) Eight
d) Ten
Answer: b) Seven

What is the purpose of the "Anticipatory Set" in Madeline Hunter's Seven-Step Model?
a) To summarize the lesson
b) To present the objective
c) To motivate students and direct their attention to the lesson
d) To check for understanding
Answer: c) To motivate students and direct their attention to the lesson

In the Direct Instruction Model, what is the purpose of the "Modeling" step?
a) To provide immediate feedback
b) To demonstrate what students should be able to do
c) To test student learning
d) To encourage class discussions
Answer: b) To demonstrate what students should be able to do

What type of practice does the "Guided Practice" step in the Direct Instruction Model
involve?
a) Independent practice
b) Collaborative practice
c) Teacher-centered practice
d) Individual tasks with teacher guidance
Answer: d) Individual tasks with teacher guidance
Inquiry Model:

What is the main focus of the Inquiry Model in social studies instruction?
a) Teacher-centered learning
b) Memorization of facts
c) Student-centered learning
d) Direct instruction
Answer: c) Student-centered learning

Who introduced the Inquiry Model in the 1920s?

a) Madeline Hunter
b) John Dewey
c) Howard Gardner
d) Maria Montessori
Answer: b) John Dewey

What skill does the Inquiry Model promote in students?

a) Rote memorization
b) Critical thinking
c) Passive learning
d) Direct instruction
Answer: b) Critical thinking

What is a challenge for teachers using the Inquiry Model?

a) Lack of student motivation
b) Incompatibility with the curriculum
c) Lack of time to cover the curriculum
d) Lack of resources
Answer: c) Lack of time to cover the curriculum

According to Banks' model, what is the first step in the inquiry process?
a) Gathering and analyzing data
b) Formulating hypotheses
c) Posing a question for inquiry
d) Making conclusions
Answer: c) Posing a question for inquiry

Cooperative Learning Model:

What is the primary goal of the Cooperative Learning Model?

a) Developing individual skills only
b) Promoting competition among students
c) Fostering teamwork and collaboration
d) Encouraging direct instruction
Answer: c) Fostering teamwork and collaboration

What is the ideal size for groups in the Cooperative Learning Model, according to
Cohen (1994)?
a) Not more than five
b) Around ten
c) As many as possible
d) Only two
Answer: a) Not more than five

What is the main role of the facilitator/leader in a cooperative learning group?

a) Record data
b) Monitor progress
c) Lead the group discussion
d) Check for understanding
Answer: c) Lead the group discussion

What is STAD, as mentioned in the Cooperative Learning Model?

a) A role-playing activity
b) A jigsaw puzzle
c) Student Teams-Achievement Division
d) A brainstorming exercise
Answer: c) Student Teams-Achievement Division

What is the purpose of individual quizzes in the STAD approach?

a) To discourage teamwork
b) To encourage competition
c) To assess individual progress
d) To evaluate the teacher's performance
Answer: c) To assess individual progress

General Instructional Model:

What is the main purpose of an instructional model?

a) To test students' knowledge
b) To serve as a framework for learning
c) To encourage creativity
d) To focus on teacher-centered instruction
Answer: b) To serve as a framework for learning
Which of the following best describes the nature of an instructional model?
a) Teacher-centered and rigid
b) Student-centered and flexible
c) Focused on memorization
d) Limited to a single teaching strategy
Answer: b) Student-centered and flexible

Why is it important for teachers to be familiar with different instructional models?

a) To make learning more difficult for students
b) To adapt to different subjects
c) To plan effective instruction
d) To discourage creativity
Answer: c) To plan effective instruction

Direct Instruction Model:

What is another term for the Direct Instruction Model?

a) Reflective learning
b) Cooperative learning
c) Expository learning
d) Inquiry learning
Answer: c) Expository learning

What does the Direct Instruction Model emphasize to promote basic skills acquisition?
a) Student-centered approaches
b) Immediate feedback
c) Independent practices
d) Creativity
Answer: b) Immediate feedback

Which of the following is NOT a strategy that falls under the Direct Instruction Model?
a) Lectures
b) Class discussions
c) Demonstrations
d) Group projects
Answer: d) Group projects

Direct Instruction Model - Hunter's Seven-Step Model:

How many steps are there in Hunter's Seven-Step Model?

a) Five
b) Six
c) Seven
d) Eight
Answer: c) Seven

What is the purpose of the "Anticipatory Set" in Hunter's Seven-Step Model?

a) To test student knowledge
b) To motivate students and direct their attention to the lesson
c) To provide immediate feedback
d) To present the lesson's objective
Answer: b) To motivate students and direct their attention to the lesson

In Hunter's Seven-Step Model, what is the teacher's role during the "Modeling" step?
a) To test students' knowledge
b) To provide immediate feedback
c) To demonstrate what students should be able to do
d) To assign group projects
Answer: c) To demonstrate what students should be able to do

What is the purpose of "Checking for Understanding" in Hunter's Seven-Step Model?

a) To provide immediate feedback
b) To encourage creativity
c) To motivate students
d) To ask students questions to ensure they understood the lesson
Answer: d) To ask students questions to ensure they understood the lesson

Inquiry Model:

Who introduced the Inquiry Model in the 1920s?

a) Madeline Hunter
b) John Dewey
c) Howard Gardner
d) Maria Montessori
Answer: b) John Dewey

What is the main focus of the Inquiry Model?

a) Teacher-centered learning
b) Critical thinking and student-centered learning
c) Memorization of facts
d) Immediate feedback
Answer: b) Critical thinking and student-centered learning

What is the main challenge for teachers who use the Inquiry Model?
a) Lack of student motivation
b) Incompatibility with the curriculum
c) Lack of time to cover the curriculum
d) Lack of resources
Answer: c) Lack of time to cover the curriculum

What is the central question in the example of Banks' inquiry model provided?
a) What is the importance of timelines?
b) What is a timeline?
c) What is the physical characteristic of the Philippines?
d) How can students collaborate effectively?
Answer: c) What is the physical characteristic of the Philippines?

Cooperative Learning Model:

What is the primary goal of the Cooperative Learning Model?

a) Developing individual skills only
b) Promoting competition among students
c) Fostering teamwork and collaboration
d) Encouraging direct instruction
Answer: c) Fostering teamwork and collaboration

According to Cohen, what is the ideal size of groups in the Cooperative Learning
Model?
a) As large as possible
b) Not more than five
c) Exactly ten
d) Only two
Answer: b) Not more than five
What is the primary role of the facilitator/leader in a cooperative learning group?
a) To record data
b) To monitor progress
c) To lead the group discussion
d) To check for understanding
Answer: c) To lead the group discussion

What does the STAD approach in the Cooperative Learning Model promote?
a) Competition among teams
b) Individual accountability and teamwork
c) Teacher-centered instruction
d) Direct instruction
Answer: b) Individual accountability and teamwork

What is the purpose of individual quizzes in the STAD approach?

a) To discourage teamwork
b) To encourage competition
c) To assess individual progress
d) To evaluate the teacher's performance
Answer: c) To assess individual progress

What is the main goal of the Cooperative Learning Model?

a) Encouraging competition among students
b) Fostering individual accountability only
c) Promoting positive relationships with peers and collaboration
d) Emphasizing direct instruction
Answer: c) Promoting positive relationships with peers and collaboration
According to Chapin (2013), why is cooperative learning important in schools?
a) To discourage interaction among students
b) To focus solely on cognitive development
c) To develop social and interpersonal skills
d) To eliminate the need for teachers
Answer: c) To develop social and interpersonal skills

In cooperative learning, what is the role of teachers in terms of individual accountability?

a) To encourage free riding
b) To discourage contributions from all students
c) To emphasize that everyone should equally contribute
d) To eliminate individual accountability
Answer: c) To emphasize that everyone should equally contribute

Which of the following is NOT an example of a learning activity in the Cooperative

Learning Model?
a) Jigsaw
b) Brainstorming
c) Role-play
d) Traditional lectures
Answer: d) Traditional lectures

What are the four elements suggested by Chapin (2013) to consider in planning
cooperative learning?
a) Objectives, roles, room arrangement, and tasks
b) Objectives, size of the group, roles, and direct instruction
c) Objectives, student evaluations, room arrangement, and roles
d) Objectives, group size, roles, and room arrangement
Answer: d) Objectives, group size, roles, and room arrangement

According to Cohen (1994), what is the ideal size of groups in the Cooperative Learning
Model?
a) As many as possible
b) Not more than five
c) Exactly ten
d) Only two
Answer: b) Not more than five

What is the purpose of implementing heterogeneous grouping in cooperative learning?

a) To discourage collaboration
b) To focus on individual skills only
c) To ensure a fair distribution of abilities and gender in the groups
d) To encourage dependence on one or two people
Answer: c) To ensure a fair distribution of abilities and gender in the groups

What is the role of the facilitator/leader in a cooperative learning group?

a) To monitor progress
b) To discourage participation
c) To assign roles
d) To promote competition
Answer: a) To monitor progress

What should be emphasized in cooperative learning to ensure accountability?

a) Teacher-centered instruction
b) Immediate feedback
c) Corresponding tasks
d) Dependence on one or two people
Answer: c) Corresponding tasks

Why is it important to rotate roles in cooperative learning groups?

a) To discourage teamwork
b) To maintain a fixed group hierarchy
c) To give opportunities for growth to every student
d) To discourage collaboration
Answer: c) To give opportunities for growth to every student