MJSS 310: PRODUCTION OF

SOCIAL STUDIES
INSTRUCTIONAL MATERIALS

MR. JOMAR LINSASAGIN, LPT. MAEd-Social Science

INSTRUCTOR
SYLLABUS
GENERAL INTRODUCTION

Production of Social
Studies Instructional
Materials
 COURSE DESCRIPTION

The course guides the students to demonstrate an

understanding of varied opportunities to engage in
reviewing, planning, constructing and utilizing instructional
materials in the social studies K to 12 curriculum in
consideration with the models for facilitation of learning. It
also explores new and updated IMs which are viable and of
necessity to the discipline.
 Recap on your
understandings about the
Principles of Teaching…
For you, what is Teaching?
 In education, teaching is the concerted
sharing of knowledge and experience, which
is usually organized within a discipline and,
more generally, the provision of stimulus to
the psychological and intellectual growth of a
person by another person or artifact
There are two fundamentally different ways of
understanding teaching. The first sees teaching as an
instructor-centered activity in which knowledge is transmitted
from someone who has acquired that knowledge to novice
learners: teaching as knowledge transmission. The second
sees teaching as a learner-centered activity in which the
instructor ensures that learning is made possible for novice
learners and supports, guides, and encourages them in their
active and independent creation of new knowledge: teaching as
assisted knowledge creation.
Teaching is…

• The act of imparting of knowledge with others.

• It refers to the work or profession of teachers. The art and science of

facilitating students’ construction of meaning and understanding.

• It is a communicative process, whose purpose is to transmit

information to generate knowledge and/or transmit procedures to
generate skills.

• to impart knowledge or skill; give instruction, inform, enlighten,

discipline, drill, school, indoctrinate; coach to help to learn
Teaching is an activity aimed at bringing about meaningful
learning through a method that is morally and pedagogically
acceptable. It involves a teacher, a learner, content in form of
knowledge facts information and skill to be imparted a
deliberate intention on the part of the learners to learn, and
finally a method that respects the learners’ cognitive integrity
and freedom of choice.
 Teaching is the art and science whereby a
lecturer conveys knowledge to students in a
formal setting, employing a variety of
methods.
How important is education to
you?
Functions of Teaching.

It is the function of teaching to initiate, direct,

organize and take decisions about any
problem which arises in our school or with our
teaching – learning process. Teaching performs
the function of giving security to the children in
terms of praise, reinforcement, friendly
atmosphere etc.
Functions of Teaching.

Here are five roles that a teacher often has to fill in order
to be the best educator they can be.
1.Resourceful. One of the top roles a teacher must fill is that
of a resource specialists. ...
2.Supporter. Students are the ones who need support when
learning a new skill or piece of information. ...
3.Mentor. ...
4.Helping hand.
5.Learner.
Acts of Teaching.

Teaching is a process in which one individual teaches or

instruct another individual. Teaching is considered as the act
of imparting instructions to the learners in the
classroom situation.
Acts of Teaching.

Three Teaching Styles

The most effective teachers vary their styles depending on the

nature of the subject matter, the phase of the course, and
other factors. By so doing, they encourage and inspire
students to do their best at all times throughout the semester.
It is helpful to think of teaching styles according to the three
Ds: Directing, Discussing, and Delegating.
Acts of Teaching.
Directing Style.
The directing style promotes learning through listening
and following directions. With this style, the teacher tells
the students what to do, how to do it, and when it needs to
be done. The teacher imparts information to the students
via lectures, assigned readings, audio/visual presentations,
demonstrations, role playing, and other means. Students
gain information primarily by listening, taking notes, doing
role plays, and practicing what they are told to do. The only
feedback the teacher looks for is “Do you understand the
instructions?”
 Directing Style.
Suggestions for using the directing style:

•Start with the big picture. Provide the context before launching into specifics.
•Be clear and concise. Students need to know exactly what they must do to succeed and
by what criteria their work will be evaluated. Clear goals, specific deadlines, and concise
directions increase student motivation and eliminate confusion. Wordy, sloppily written,
and poorly organized instructional materials confuse, overwhelm, and discourage
students.
•Provide sufficient detail. Communication breakdowns occur when important details are
omitted or instructions are ambiguous. For example, when I once neglected to specify the
font size students should use, the papers they turned in had font sizes ranging from 8 to
14!
•Don’t sugar-coat the message. There are times when teachers need to be very direct
and candid to get through to students.
The discussing style

The discussing style promotes learning through

interaction. In this style, practiced by Socrates, the teacher
encourages critical thinking and lively discussion by asking
students to respond to challenging questions. The teacher is
a facilitator guiding the discussion to a logical conclusion.
Students learn to have opinions and to back them up with
facts and data.
 The discussing style
Suggestions for using the discussing style:
•Prepare questions in advance. Great discussions don’t just happen. Ask one question at
a time. Be open, curious, and interested in learning what each student thinks.
•Don’t allow one or two students to dominate the discussion. Solicit everyone’s ideas
and opinions. Gently draw out students who seem insecure and reticent to participate. I
sometimes start my classes by saying, “I want to give each of you one minute to discuss
your views on this topic. Let’s go around the room and hear from everyone.” Get closure
by reviewing the key points you want to make.
•Have students create questions. I like to have my students read a case study and
formulate three questions to ask their classmates. We then discuss their answers in class.
•Utilize clickers. Clickers are an easy way to get students involved during class. Pose a
multiple-choice question and their responses are tabulated on the screen. You can then
open it up for discussion as students share why they selected a certain answer.
 The delegating style

The delegating style promotes learning through

empowerment. With this style, the teacher assigns
tasks that students work on independently, either
individually or in groups.
 The delegating style
Suggestions for using the delegating style:

•Assign research projects. In my management course I require students to interview a manager of a local
business to get answers to questions like the following:

• What are the main performance measures your company uses to evaluate each employee’s
performance?

• What are the key lessons you, as a manager, have learned about conducting effective performance
appraisals?
•Assign team projects. Have each team select a team leader, define roles and responsibilities, and hold
each other accountable for completing the project on time. In my management class, I have teams of
students analyze the management and leadership behaviors on movies like Remember the Titans and
Crimson Tide.
•Assign a capstone project. Let students show you what they can do when working independently on a
topic that’s important to them.
Q & A Portion
 Given the chance, what teaching style
you’re going to use once you’re already a
Teacher?
For you, what are the best characteristics of
a Teacher to become an effective one?
Is it necessary for a teacher to have a high
IQ in order to be effective?
IQ=Intellectual Quotient
EQ= Emotional Quotient
SQ=Social Quotient
Which do you prefer: a teacher who is
effective or one who is efficient?
 Efficiency means doing things right while
effectiveness is doing the right things (Peter
Drucker).
It’s hard to be an effective teacher if you are not
efficient.
To sum it up,
 …

Use an appropriate mix of each teaching style.

Effective and Efficient Teacher, typically structure each of their classes

to include some amount of each teaching style. However, during the
first part of a semester/quarter, effective & efficient one use more of
the directing style. In the middle part of a semester/quarter they
typically rely more on the discussing style. And in the latter part of a
semester/quarter they generally lean more heavily on the delegating
style.
 …

Using an appropriate mix of teaching styles helps students

learn, grow, and become more independent. Too much
reliance on one style causes students to lose interest and
become overly dependent on the teacher.
 Summary

Summary
There is no one best teaching style. Effective teachers use a variety of
styles, and they know how and when to choose the most appropriate
one for the specific situation. In essence, the three teaching styles
boil down to this:
•Direct — Tell students what to do
•Discuss — Ask questions and listen
•Delegate — Empower students
 Summary

Paul B. Thornton is speaker, trainer, and professor of business

administration at Springfield Technical Community College, Springfield,
MA. He teaches principles of management, organizational behavior, and
principles of leadership. He is the author of Leadership—Off the Wall and
twelve other books on management and leadership.
 As a whole…
• Knowledge or wisdom
• Patience (mahabang pasensya/students diffiulties)
• Sense of humor ( we are born to be an artist in the front of our students)
• Being a team-player (with your Supervisor, colleagues and students)
• Good listener/Good speaker… (Kapani-paniwala)
• Learn to clap with the victories of others. (especially with your students)
• Can adapt to different kind of situation.
• Ready sa paperworks. (sandamakmak na paperworks)
• Work under pressure ( mabilisang dealine)
• Handang dumukot bulsa para sa improvement ng room, pambibigay
baon sa bata and the likes.
References…

 https://www.igi-global.com/dictionary/broadcasting-transforming-social-
construction-knowledge/29344
 https://www.facultyfocus.com/articles/philosophy-of-teaching/three-teaching-
styles/