Asia Technological School of Science and Arts

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A HAND-OUT FOR TEACHING APPROACHES IN TEACHING SECONDARY SOCIAL STUDIES (SSE 200-SS)

“Trust in the Lord with all your heart, and do not lean on your own understanding. In all your ways
acknowledge him, and he will make straight your paths.!”
– Proverbs 3:5-6

WHAT IS SOCIAL SCIENCE?

Definition/Distinction between Social Science and Social Studies

Social Science and Social Studies are related fields of study that focus on human society, behavior, and
culture, but they have distinct definitions and purposes:

Social Science:

Definition: Social science is a broad and systematic field of academic inquiry that seeks to understand and
explain various aspects of human society and behavior through empirical research, data analysis, and theory
development. It encompasses a wide range of disciplines, such as sociology, psychology, anthropology,
economics, political science, and geography, among others.
Purpose: The primary purpose of social science is to conduct rigorous research and generate knowledge about
human societies and their functioning. Social scientists aim to uncover patterns, relationships, and causal
factors that influence human behavior, social structures, and institutions. Their work often involves empirical
studies, surveys, experiments, and statistical analysis.
Social Studies:

Definition: Social studies is an educational subject taught in schools, typically at the primary and secondary
levels, and sometimes in early post-secondary education. It is an interdisciplinary field that combines elements
from various social science disciplines, including history, geography, economics, civics, and sometimes
sociology and anthropology.

Purpose: The purpose of social studies is primarily educational. It is designed to provide students with a
general understanding of human society, culture, and history. Social studies curriculum often focuses on
imparting knowledge about historical events, geography, government structures, citizenship, and basic
societal values. It aims to help students become informed, responsible, and engaged citizens.

In summary, the key distinction between social science and social studies lies in their scope and
purpose. Social science is a broader field of academic research that encompasses various specialized
disciplines, while social studies is an educational subject aimed at providing students with a foundational
understanding of societal issues, history, and citizenship. Social studies draws from social science disciplines
but is more focused on teaching and learning, whereas social science is focused on research and the generation
of knowledge.

THE ‘NEW’ SOCIAL STUDIES: ITS SALIENT FEATURES

The term "New Social Studies" refers to an approach to social studies education that emerged in the
mid-20th century as a response to the traditional methods of teaching social studies. It aimed to make social
studies education more relevant, engaging, and reflective of the changing world. While the exact features of the
New Social Studies may vary depending on the specific context and time period, some of its salient features
typically include:

Interdisciplinary Approach: The New Social Studies emphasizes the integration of multiple social science
disciplines, such as history, geography, economics, political science, sociology, and anthropology, to provide a
holistic understanding of social issues and phenomena. This approach encourages students to see the
connections between various subjects.

Inquiry-Based Learning: Instead of rote memorization of facts and dates, the New Social Studies encourages
students to engage in inquiry-based learning. Students are encouraged to ask questions, conduct research,
analyze primary and secondary sources, and critically evaluate information.

Active Citizenship: The New Social Studies places a strong emphasis on developing students into informed
and active citizens. It aims to teach them about the rights and responsibilities of citizenship, democratic
principles, and how to participate in civic life effectively.

Contemporary Relevance: The curriculum in the New Social Studies often focuses on current events and
issues that are relevant to students' lives. This approach helps students connect their learning to real-world
problems and encourages them to think critically about contemporary societal challenges.

Multiple Perspectives: The New Social Studies encourages students to consider multiple perspectives and
viewpoints when analyzing historical events and contemporary issues. This approach promotes critical
thinking and helps students develop empathy and cultural understanding.
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Use of Technology: With the advancement of technology, the New Social Studies incorporates digital tools
and resources to enhance learning. This may include using the internet for research, interactive simulations,
and multimedia presentations.

Social Justice and Equity: The New Social Studies often incorporates discussions of social justice, equity, and
diversity to help students understand and address issues related to inequality, discrimination, and human
rights.

Experiential Learning: Teachers in the New Social Studies often use experiential learning activities, such as
simulations, debates, field trips, and service-learning projects, to engage students actively in the subject
matter.

Critical Thinking and Problem-Solving: The New Social Studies emphasizes the development of critical
thinking skills, problem-solving abilities, and analytical reasoning. Students are encouraged to evaluate
evidence, make informed decisions, and apply their knowledge to solve real-world problems.

Global Perspective: In an increasingly interconnected world, the New Social Studies often includes a global
perspective, teaching students about global issues, international relations, and the interconnectedness of
societies worldwide.

Overall, the New Social Studies seeks to create a more dynamic and engaging educational experience
that prepares students not only with knowledge but also with the skills and attitudes necessary to be active
and responsible participants in a complex and changing world. The specific features and approaches may vary
by region and educational institution.

WHAT THE “NEW” SOCIAL STUDIES HOPE TO ACHIEVE?

The "new" social studies, often referred to as contemporary or modern social studies education, aims
to achieve several key educational goals and outcomes in response to changing societal needs and educational
trends. These goals are designed to prepare students for active and informed citizenship in the 21st century.
Here are some of the key objectives of the "new" social studies:

Civic Engagement: One of the primary goals of modern social studies education is to foster civic engagement
and active participation in democratic societies. It aims to equip students with the knowledge, skills, and
dispositions to become informed, responsible, and engaged citizens who are actively involved in their
communities and the broader political landscape.

Critical Thinking: The "new" social studies emphasizes the development of critical thinking skills. Students
are encouraged to analyze complex issues, evaluate evidence, and think critically about historical events,
societal challenges, and contemporary problems. This includes the ability to assess information critically in the
age of information overload.

Global Awareness: In an increasingly interconnected world, social studies education seeks to promote global
awareness and intercultural competence. Students are exposed to diverse perspectives, world cultures, and
global issues to prepare them for active participation in the global community.

Media Literacy: Given the pervasive influence of media and digital technologies, modern social studies
education aims to develop media literacy skills. Students learn to critically assess and analyze media messages,
understand bias and misinformation, and use media as a tool for civic engagement.

Ethical Decision-Making: Social studies instruction includes discussions on ethical dilemmas and moral
reasoning. Students explore the ethical dimensions of historical events and contemporary issues, helping them
make informed and ethical decisions in their personal and civic lives.

Problem-Solving: The "new" social studies places a strong emphasis on problem-solving skills. Students are
encouraged to identify, investigate, and propose solutions to real-world social, political, and environmental
problems, fostering a sense of agency and empowerment.

Inquiry-Based Learning: Social studies education has shifted toward inquiry-based learning approaches.
Students are taught to ask questions, conduct research, and seek evidence to answer their inquiries. This
approach encourages curiosity and a deeper understanding of historical and social phenomena.

Multidisciplinary Approach: Modern social studies often takes a multidisciplinary approach, integrating
elements from history, geography, economics, sociology, political science, and other related fields. This
interdisciplinary perspective helps students develop a holistic understanding of complex issues.

Cultural Competence: Social studies aims to promote cultural competence by emphasizing the importance of
respecting and understanding different cultures, traditions, and perspectives. This fosters tolerance, empathy,
and an appreciation of diversity.

Environmental Awareness: Given the global environmental challenges facing our planet, contemporary
social studies often includes the study of environmental issues and sustainability. Students learn about the
environmental impact of human activities and explore potential solutions.
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Digital Citizenship: In the digital age, social studies education also includes teaching digital citizenship.
Students learn responsible online behavior, ethical use of technology, and the role of digital media in shaping
public opinion.

Active Inquiry: The "new" social studies encourages students to take an active role in shaping their learning
experiences. This can involve student-led research projects, debates, discussions, and community-based
learning activities.

In summary, the "new" social studies aims to prepare students to be informed, engaged, and
responsible citizens in a rapidly changing world. It places a strong emphasis on critical thinking, global
awareness, ethical decision-making, and the ability to address complex social issues. By achieving these goals,
social studies education contributes to the development of well-rounded and socially conscious individuals.

NATIONAL OBJECTIVE OF EDUCATION (ELEMENTARY AND SECONDARY LEVEL)

As of September 2021, the Philippines had several national objectives of education at the elementary
and secondary levels. These objectives are outlined in various laws, policies, and educational frameworks. It's
important to note that educational policies and objectives can change over time due to shifts in government
priorities and educational reforms. Therefore, it's advisable to consult the most recent official documents or
educational authorities for the latest information. However, as of my last update, some of the key national
objectives of education in the Philippines at the elementary and secondary levels included:

Access to Quality Education: Ensuring that all Filipino children have access to quality elementary and
secondary education, regardless of their socioeconomic status or location. This objective aims to address
issues of equity and inclusivity in education.

Holistic Development: Fostering the holistic development of learners, which includes cognitive, social,
emotional, and physical aspects. Education should not only focus on academic knowledge but also on values,
character, and life skills.

Functional Literacy: Developing basic literacy and numeracy skills among students to enable them to
function effectively in society. This includes the ability to read, write, and perform basic arithmetic operations.

Cultural Identity and Values Education: Promoting a sense of cultural identity and heritage among students,
while also imparting values education. This objective aims to instill Filipino values, ethics, and citizenship.

Global Competence: Preparing students to be globally competitive by providing them with the necessary
knowledge, skills, and attitudes to succeed in the globalized world.

Inclusivity and Special Education: Ensuring that learners with disabilities and special educational needs
have access to inclusive and quality education. This objective emphasizes inclusive practices and support for
learners with diverse needs.

Quality of Teaching: Enhancing the quality of teaching through continuous professional development and
support for teachers. This includes improving teacher training, evaluation, and compensation.

Technological Literacy: Equipping students with technological literacy and digital skills to prepare them for
the demands of the modern workforce and society.

Curriculum Relevance: Regularly reviewing and updating the curriculum to make it more relevant to the
needs of students and the demands of the job market. This includes incorporating 21st-century skills into the
curriculum.

Sustainability and Environmental Education: Promoting environmental awareness and sustainability

education to address environmental issues and climate change.

Please note that these objectives may have evolved or been refined since last update, so it's essential
to consult the latest official educational documents or government sources for the most current information
regarding the national objectives of education in the Philippines at the elementary and secondary levels.
Educational policies and objectives can change over time in response to the evolving needs of society and the
educational system.

THE PHILIPPINE CONSTITUTION AND PD NO. 6-A BASIS OF OBJECTIVES

The Philippine Constitution and PD No. 6-A (Presidential Decree No. 6-A) did not specifically outline
the objectives of education in the Philippines. Instead, the objectives of education in the Philippines are
typically derived from various laws, policies, and educational frameworks that have been enacted over the
years. These laws and policies are influenced by the broader principles and goals set forth in the Philippine
Constitution.

Here's a general overview of how the Philippine Constitution and related laws and policies contribute to the
objectives of education:
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Philippine Constitution: The 1987 Philippine Constitution, which is the current constitution, includes
provisions related to education. While it doesn't outline specific educational objectives, it sets the broader
context for education in the country. For example, Article XIV of the Constitution covers the education system
and mandates that the State shall "protect and promote the right of all citizens to quality education at all
levels." It also underscores the role of education in developing "patriotism and nationalism, fostering love of
humanity, and respect for human rights."

Presidential Decree No. 6-A (PD No. 6-A): PD No. 6-A, issued in 1972, was part of the broader educational
reforms during the martial law period in the Philippines. It reorganized the educational system and created
the Department of Education and Culture (now the Department of Education) to oversee education. While PD
No. 6-A primarily focused on structural changes and administrative matters within the education system, it did
not explicitly lay out the specific objectives of education.

The specific objectives of education in the Philippines have been articulated in various educational laws,
policies, and frameworks that followed these foundational documents. These objectives aim to address issues
such as access to quality education, holistic development of learners, functional literacy, cultural identity,
global competence, inclusivity, and more, as mentioned in my previous response.

It's important to note that educational objectives and policies can evolve over time due to changes in
government priorities, educational reforms, and societal needs. Therefore, for the most current and specific
information on the objectives of education in the Philippines, you should consult the latest educational laws,
policies, and official documents issued by the Department of Education and other relevant government
authorities.

SOCIAL STUDIES INSTRUCTION

Social studies instruction refers to the teaching and learning of subjects that fall under the umbrella of
the social sciences, such as history, geography, civics, economics, sociology, and anthropology. The primary
goal of social studies instruction is to provide students with a comprehensive understanding of society,
culture, and the world in which they live. This education equips students with knowledge, critical thinking
skills, and the ability to engage as informed and responsible citizens. Here are some key aspects of social
studies instruction:

1. Curriculum Development: Social studies instruction involves the development of a curriculum that
outlines what topics and concepts students will learn at different grade levels. Curriculum development
typically follows national or state standards and guidelines.

2. Content Areas: Social studies instruction encompasses various content areas, including:
 History: The study of past events, civilizations, and the impact of historical developments on the
present.
 Geography: The examination of the Earth's physical features, regions, cultures, and human
interactions with the environment.
 Civics and Government: The exploration of political systems, citizenship, rights, responsibilities, and
the functioning of government.
 Economics: The study of economic systems, financial literacy, and the principles of supply and
demand.
 Sociology and Anthropology: The investigation of human societies, cultures, social structures, and
behavior.
 Current Events: The examination of contemporary issues, news, and global affairs.

3. Teaching Methods: Social studies instruction employs various teaching methods, including lectures,
discussions, group activities, hands-on projects, simulations, field trips, and the use of educational technology.
These methods aim to engage students actively in the learning process.

4. Critical Thinking: Social studies instruction emphasizes critical thinking skills, encouraging students to
analyze historical events, evaluate sources, make connections between different disciplines, and engage in
reasoned debate.

5. Inquiry-Based Learning: An important aspect of social studies instruction is inquiry-based learning, where
students pose questions, conduct research, and develop their conclusions. This approach fosters curiosity and
independent thinking.

6. Global Perspective: Social studies instruction often includes a global perspective, helping students
understand international relations, world cultures, and the interconnectedness of nations.

7. Cultural Understanding: Social studies instruction promotes cultural understanding and empathy by
exploring diverse cultures, traditions, and belief systems.

8. Values and Citizenship Education: Many social studies programs include values education, teaching
students about ethics, social responsibility, and the rights and responsibilities of citizenship.

9. Assessment: Assessment in social studies instruction may include tests, projects, essays, presentations, and
other forms of evaluation to gauge students' understanding of the material.
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10. Professional Development: Teachers of social studies often engage in ongoing professional development
to stay informed about best practices, curriculum updates, and innovative teaching strategies.

Social studies instruction is essential for fostering informed, engaged, and responsible citizens who
have a deep understanding of their society, culture, and the world. It plays a crucial role in preparing students
to actively participate in civic life and make informed decisions about societal issues.

TAXONOMY
Using a taxonomy of social science (or any subject area) in lesson planning can be a helpful framework
for designing effective and well-structured lessons that align with your educational objectives. Here's how you
can use a taxonomy in your lesson planning process:

1. Identify Learning Objectives:

Begin by clearly defining the specific learning objectives you want to achieve in your lesson. What do
you want your students to know, understand, or be able to do by the end of the lesson? Make sure your
objectives are specific, measurable, achievable, relevant, and time-bound (SMART/SPAM).

2. Select the Taxonomy Level:

Choose the appropriate level within the social science taxonomy that corresponds to your learning
objectives. For example, if your objective involves basic knowledge and comprehension, you may focus on the
foundational level of the taxonomy. If you want to promote critical thinking and analysis, you may aim for
higher levels of the taxonomy.

3. Design Learning Activities:

Based on your selected taxonomy level and learning objectives, design learning activities that align
with these goals. Here are some examples for different levels of the taxonomy:
 Foundational Knowledge and Comprehension: For objectives at this level, activities could include
lectures, reading assignments, quizzes, and discussions to ensure students grasp essential concepts
and facts.
 Application and Analysis: Activities at this level might involve case studies, problem-solving
exercises, data analysis, and debates to encourage students to apply their knowledge and analyze
information.
 Synthesis and Evaluation: At this higher level, you can design activities such as research projects,
essay writing, presentations, and critical discussions to challenge students to synthesize information
and make informed judgments.

4. Assessment:
Develop assessment methods that align with your objectives and the taxonomy level. Assessment
tools should measure whether students have achieved the desired outcomes. This may include quizzes, tests,
essays, presentations, projects, or other forms of evaluation.

5. Incorporate Differentiated Instruction:

Recognize that students have varying levels of readiness and learning styles. Differentiated instruction
involves tailoring your lesson to accommodate these differences. You can provide additional resources or
alternative assignments for students who need extra support or challenge.

6. Engagement and Active Learning:

Encourage student engagement and active learning by incorporating a variety of teaching strategies
and resources. These may include multimedia presentations, group activities, debates, simulations, and hands-
on experiences that cater to different learning preferences.

7. Feedback and Reflection:

Plan opportunities for students to receive feedback on their performance and reflect on their learning.
This could involve peer reviews, self-assessment, or teacher feedback. Encourage students to think critically
about their own progress and how they can improve.

8. Adapt and Iterate:

After implementing your lesson, assess its effectiveness based on student performance and
engagement. Use this feedback to make improvements and adjustments for future lessons.

9. Alignment with Curriculum Standards:

Ensure that your lesson plan aligns with relevant curriculum standards or educational guidelines set
by your school or educational authority.

10. Resources and Materials:

Identify the necessary resources, materials, textbooks, or technology that will support your lesson
plan effectively.

By following this structured approach and using the taxonomy as a guide, you can create well-
organized and purposeful lessons that are tailored to your students' needs and the specific learning objectives
you want to achieve in your social science classroom.
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TAXONOMY LEVELS:
The cognitive, affective, and psychomotor domains are three hierarchical domains of learning
objectives that were developed by Benjamin Bloom and his colleagues in the 1950s. These domains are often
used in education to categorize and describe different types of learning outcomes and behaviors. Each domain
focuses on a different aspect of learning:

1. Cognitive Domain:
The cognitive domain is concerned with intellectual or mental skills. It categorizes learning objectives
based on the level of thinking or cognitive processing required to achieve them. The cognitive domain is often
depicted as a hierarchy, with lower-level skills forming the foundation for higher-level skills. Bloom's
Taxonomy is a well-known framework for the cognitive domain, and it includes the following levels from
lower to higher order:
 Knowledge: Remembering or recalling facts, information, or concepts.
 Comprehension: Understanding and interpreting information.
 Application: Applying knowledge and concepts to solve problems or perform tasks.
 Analysis: Breaking down information into parts and examining relationships.
 Synthesis: Creating something new by combining elements in novel ways.
 Evaluation: Making judgments or assessments based on criteria and evidence.

2. Affective Domain:
The affective domain focuses on emotions, feelings, attitudes, and values. It categorizes learning
objectives related to changes in behavior or attitudes. This domain is often used to address issues of
motivation, ethics, and interpersonal skills. The levels in the affective domain are not as linear as those in the
cognitive domain, and they include:
 Receiving: Being aware of, or willing to receive, information or stimuli.
 Responding: Showing willingness to actively participate or react to stimuli.
 Valuing: Assigning worth or value to certain beliefs, attitudes, or behaviors.
 Organizing: Developing a consistent and coherent set of values or beliefs.
 Characterization by a Value or Value Complex: Internalizing values and beliefs to the extent that
they guide one's behavior consistently.

3. Psychomotor Domain:
The psychomotor domain deals with physical skills, coordination, and motor skills. It categorizes
learning objectives that involve physical movement and manipulation. Like the cognitive domain, the
psychomotor domain can be represented as a hierarchy, with skills becoming more complex as one progresses
through the levels. The levels in the psychomotor domain include:
 Perception: Becoming aware of or noticing stimuli through the senses.
 Set: Being mentally, emotionally, and physically ready to perform a skill.
 Guided Response: Beginning to learn a skill with the help of an instructor.
 Mechanism: Developing more complex motor skills and coordination.
 Complex Overt Response: Demonstrating well-coordinated and complex physical skills.
 Adaptation: Adjusting and modifying skills to meet changing demands or circumstances.
 Origination: Creating new or original movements or skills.

These three domains—cognitive, affective, and psychomotor—provide a comprehensive framework for

educators to define and assess a wide range of learning outcomes. They help educators specify not only what
students should know (cognitive) but also what attitudes and values they should develop (affective) and what
physical skills they should acquire (psychomotor). These domains are valuable tools for designing curriculum,
setting learning objectives, and evaluating student performance across various subject areas and educational
settings.

BEHAVIORAL OBJECTIVES IN THE SOCIAL SCIENCES

Behavioral objectives in the social sciences are specific and measurable statements that articulate
what students should be able to do or demonstrate as a result of their learning experiences in social science
courses. These objectives help educators design effective instruction, assessment, and curriculum, and they
provide clear expectations for student performance. Here are some examples of behavioral objectives in the
social sciences:

1. History:
 Knowledge: Identify and recall key historical events, figures, and dates related to a particular time
period.
 Comprehension: Summarize the causes and consequences of significant historical events.
 Application: Analyze primary source documents to draw conclusions about historical contexts.
 Analysis: Compare and contrast the perspectives of different historical figures or groups.
 Synthesis: Construct a timeline or narrative of historical events using evidence.
 Evaluation: Assess the impact of a historical event on society, drawing evidence-based conclusions.

2. Geography:
 Identification: Locate and label countries, capitals, and major geographic features on a map.
 Interpretation: Explain the relationships between geography and human activities, such as resource
distribution or urbanization.
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 Spatial Analysis: Analyze spatial patterns of population distribution, migration, or land use.
 Map Skills: Use latitude and longitude coordinates to pinpoint specific locations on a map.
 Fieldwork: Conduct fieldwork or case studies to investigate geographic phenomena.
 Environmental Awareness: Describe the environmental impact of human activities in specific regions.

3. Political Science:
 Understanding Political Systems: Explain the structures and functions of various government systems
(e.g., democracy, monarchy, totalitarianism).
 Analysis of Political Issues: Analyze and evaluate political issues, policies, or legislation from different
perspectives.
 Civic Engagement: Participate in a mock election, government simulation, or community service
project.
 Legal Knowledge: Identify key principles of constitutional law, international treaties, or human rights.
 Policy Analysis: Develop a policy proposal to address a social or political problem.
 Political Ideologies: Compare and contrast different political ideologies and their implications for
governance.

4. Economics:
 Economic Concepts: Define and explain fundamental economic concepts, including supply and
demand, inflation, and opportunity cost.
 Market Analysis: Analyze market forces and their influence on prices, consumer behavior, and
business decisions.
 Budgeting: Create a personal or household budget to demonstrate financial literacy.
 Entrepreneurship: Develop a business plan for a hypothetical product or service.
 Economic Systems: Compare and contrast different economic systems (e.g., capitalism, socialism) and
their economic implications.
 Global Trade: Analyze the benefits and drawbacks of international trade agreements on economies.

5. Sociology:
 Social Institutions: Describe the functions and roles of social institutions like family, education, or
religion.
 Social Stratification: Analyze patterns of social inequality and their impact on individuals and society.
 Research Methods: Design and conduct sociological research projects, including surveys, interviews,
or observations.
 Cultural Awareness: Explore and explain the customs, beliefs, and values of specific cultures or
subcultures.
 Social Change: Examine the causes and consequences of social change, including technological
advancements and globalization.
 Social Movements: Investigate and analyze the goals, strategies, and impact of social movements.

Behavioral objectives in the social sciences serve as a roadmap for educators, helping them create targeted
learning experiences and assessments that align with specific learning outcomes. These objectives also enable
educators to communicate clear expectations to students and measure their progress effectively.

GUIDELINES ON HOW TO PREPARE BEHAVIORAL OBJECTIVES

Creating clear and effective behavioral objectives is essential for designing meaningful and
measurable learning experiences. Here are some guidelines to help you prepare behavioral objectives:

1. Start with Clear Learning Outcomes:

Clearly define what you want students to achieve. Begin by specifying the desired learning outcomes
or goals.

2. Use Action Verbs:

Use action verbs that describe observable behaviors. These verbs should convey what students will do
to demonstrate their learning. Common verbs include "define," "analyze," "synthesize," "compare," "solve,"
"evaluate," and "create."

3. Be Specific and Concrete:

Make objectives specific and focused on a single, clear outcome. Avoid vague or broad objectives that
are difficult to measure.

4. State the Conditions:

Specify the conditions under which the behavior will be observed or performed. What resources,
tools, or circumstances are required for the task?

5. Include the Criteria:

Define the criteria or standards by which the behavior will be judged as successful. How will you
know if the student has achieved the objective? What level of performance is acceptable?

6. Consider the SMART Criteria:

Use the SMART (Specific, Measurable, Achievable, Relevant, Time-bound) criteria to ensure that your
objectives are well-defined and achievable.
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Specific: Clearly state what the student will do.
Measurable: Include criteria for assessing performance.
Achievable: Ensure the objective is realistic and attainable.
Relevant: Ensure the objective aligns with the overall goals of the lesson or course.
Time-bound: Specify when the behavior should be demonstrated.

7. Align with Bloom's Taxonomy:

Consider using Bloom's Taxonomy to guide the level of cognitive engagement required in your
objectives. It includes six levels of cognitive skills: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation.

8. Use Assessable Language:

Ensure that the language of your objectives is assessable. Can the behavior be observed, measured, or
evaluated in some way?

9. Avoid Using "Understand" or "Know" Alone:

Phrases like "understand" or "know" can be vague because they do not specify what students should
do to demonstrate understanding. Whenever possible, use action verbs that describe how students will apply
their understanding.

10. Avoid Value Judgments:

Behavioral objectives should focus on observable actions, not personal judgments. Avoid words that
imply value judgments, such as "appreciate" or "enjoy."

11. Consider the Context:

Be mindful of the context in which the behavior will be observed. Ensure that the objectives are
relevant to the specific learning environment and the students' prior knowledge.

12. Revise and Refine:

Review and revise your objectives to ensure they are clear, realistic, and achievable. Seek input from
colleagues or peers to improve the clarity and effectiveness of your objectives.

13. Organize Objectives Logically:

If you have multiple objectives in a lesson or course, organize them logically, with each objective
building upon the previous ones.

Here's an example of a well-prepared behavioral objective using these guidelines:

o Objective:
By the end of the lesson, students will be able to (1) identify and (2) describe three key factors
contributing to the Great Depression (Knowledge).

o Conditions:
Students will use their textbooks and class notes to complete the task.

o Criteria:
Students will provide accurate descriptions for each of the three factors, demonstrating an understanding
of their significance in the context of the Great Depression.

Remember that well-crafted behavioral objectives serve as a foundation for instructional planning,
assessment design, and effective communication of learning expectations to both educators and students.

THE CONCEPTUAL APPROACH

The conceptual approach is a method of teaching and learning that emphasizes the understanding of
fundamental concepts, ideas, and principles rather than rote memorization of facts or the acquisition of
isolated skills. It encourages students to develop a deep and interconnected understanding of a subject or topic
by exploring the underlying concepts that bind related information together. Here are some key
characteristics and principles of the conceptual approach:

1. Focus on Concepts: At the core of the conceptual approach is a focus on concepts. Concepts are abstract
ideas or mental constructs that help organize and categorize information. Instead of teaching isolated facts, the
approach emphasizes teaching and exploring these key concepts.

2. Big Ideas: The conceptual approach often identifies and prioritizes "big ideas" or overarching principles
within a subject area. These big ideas serve as the foundation for learning and help students make connections
between different pieces of information.

3. Interdisciplinary Learning: The approach encourages interdisciplinary learning by showing how concepts
can apply across multiple subjects. It helps students see the interconnectedness of knowledge.

4. Higher-Order Thinking: The conceptual approach promotes higher-order thinking skills, such as critical
thinking, analysis, synthesis, and problem-solving. Students are encouraged to go beyond memorization and
apply their understanding to solve complex problems.
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5. Inquiry-Based Learning: Inquiry-based learning is often a component of the conceptual approach.
Students are encouraged to ask questions, investigate, and explore topics independently or in groups to
deepen their understanding of concepts.

6. Real-World Relevance: Concepts are often presented in the context of real-world applications. This helps
students see the practical relevance of what they are learning.

7. Concept Mapping: Concept mapping is a common tool used in the conceptual approach. Students create
visual representations of how concepts are related, helping them see the structure and connections in the
subject matter.

8. Progressive Learning: Concepts are introduced in a logical and progressive sequence, starting with
foundational ideas and building toward more complex ones. This approach supports scaffolding of knowledge.

9. Assessment of Understanding: Assessment in the conceptual approach focuses on assessing students'

understanding of concepts rather than just their ability to recall facts. Assessment methods may include
essays, projects, presentations, and problem-solving tasks.

10. Critical Reflection: Students are encouraged to critically reflect on their own understanding and learning
process. They may be asked to articulate how their thinking about a concept has evolved.

11. Metacognition: Metacognition, or thinking about one's own thinking, is often emphasized. Students are
encouraged to be aware of their thought processes and to engage in metacognitive strategies to enhance their
understanding.

12. Long-Term Retention: Because students develop a deeper understanding of concepts, their learning is
often retained for the long term, as opposed to short-term memorization.

The conceptual approach is widely used in education because it promotes meaningful learning and
helps students build a strong foundation of knowledge and problem-solving skills. It encourages them to be
active participants in their own learning, fostering a deeper and more enduring understanding of the subject
matter.

APPROACH TO CONTENT
The "approach to content" in education refers to the method or strategy used by educators to teach
and deliver the subject matter or content of a particular course or lesson. It involves how teachers plan and
structure their instruction to ensure that students gain a deep understanding of the material. There are several
common approaches to content in education, each with its own principles and methods. Here are some key
approaches:

1. Traditional Approach:
 This approach often involves a teacher-centered, didactic approach where the instructor imparts
knowledge to students through lectures, textbooks, and structured lessons. It typically focuses on the
transmission of facts and information.
 Assessment methods may include quizzes, tests, and examinations to measure students' ability to
recall and regurgitate information.

2. Constructivist Approach:
 In the constructivist approach, learning is viewed as an active process where students construct their
understanding of content through experiences, interactions, and reflection.
 Teachers facilitate learning by providing opportunities for exploration, problem-solving, and
collaborative activities. They may use strategies like group discussions, hands-on projects, and
inquiry-based learning.
 Assessment often includes formative assessments (e.g., observations, discussions) and summative
assessments (e.g., projects, portfolios) that gauge students' ability to apply knowledge and construct
meaning.

3. Inquiry-Based Approach:
 Inquiry-based learning emphasizes students asking questions, investigating topics, and conducting
research to discover answers and develop critical thinking skills.
 Teachers guide students through the inquiry process, encouraging them to formulate questions,
gather and analyze data, and draw conclusions.
 Assessment may involve research projects, presentations, and reports that demonstrate students'
ability to inquire and find solutions.

4. Problem-Based Learning (PBL):

 In PBL, students work on authentic, open-ended problems or scenarios that require them to apply
their knowledge and skills to find solutions.
 Teachers serve as facilitators, providing support and resources as students work collaboratively to
address the problem.
 Assessment often focuses on the quality of problem-solving, teamwork, and the depth of
understanding demonstrated in the solutions.
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5. Project-Based Learning (PBL):
 Similar to PBL, project-based learning involves students working on extended projects that require
research, planning, and the creation of a final product or presentation.
 Projects are typically multifaceted and may integrate multiple subjects or content areas.
 Assessment evaluates both the process and the final product, considering aspects such as research,
creativity, collaboration, and presentation.

6. Interdisciplinary Approach:
 This approach integrates content and concepts from multiple subject areas to create a holistic
learning experience.
 Teachers plan lessons and units that demonstrate the connections between subjects and encourage
students to explore complex, real-world issues.
 Assessment often assesses students' ability to make interdisciplinary connections and apply
knowledge across subjects.

7. Technology-Enhanced Approach:
 This approach incorporates technology tools and resources to facilitate content delivery and student
engagement.
 Teachers use multimedia, online resources, virtual simulations, and interactive platforms to enhance
the learning experience.
 Assessment may include technology-based assignments, online quizzes, or digital portfolios.

8. Differentiated Instruction:
 Differentiated instruction involves tailoring content, materials, and instructional strategies to meet
the diverse needs of students in the classroom.
 Teachers adapt their approach to accommodate varying learning styles, abilities, and interests.
 Assessment considers individualized learning goals and progress.

The choice of approach to content often depends on the subject matter, grade level, educational goals, and
the needs and preferences of both teachers and students. Effective educators may use a combination of these
approaches as appropriate to create a rich and engaging learning experience.

THE BASIC EDUCATION CURRICULUM FOCUS ON “MAKABAYAN”

The Philippines has implemented a K-12 Basic Education Curriculum that includes the "Makabayan"
subject area. "Makabayan" is a Filipino term that translates to "patriotic" or "nationalistic," and it encompasses
various subjects that aim to promote love of country, citizenship, and cultural awareness among Filipino
students. The focus on "Makabayan" in the curriculum reflects the Philippines' commitment to nurturing
informed and responsible citizens who are actively engaged in their society. Below, are the key components
and objectives of the "Makabayan" curriculum:

Integration of Subjects: The "Makabayan" curriculum integrates various subject areas, including Araling
Panlipunan (Social Studies), Edukasyon sa Pagpapakatao (Character Education), and Edukasyong Pantahanan
at Pangkabuhayan (Home Economics and Livelihood Education). This integration allows students to explore
the interconnectedness of these subjects and gain a holistic understanding of their role in society.

National Identity and Heritage: "Makabayan" emphasizes the importance of understanding and appreciating
Filipino culture, heritage, and history. Students learn about significant historical events, cultural traditions,
and the contributions of Filipino heroes and leaders.

Civics and Citizenship: The curriculum focuses on civic education and the responsibilities of Filipino citizens.
Students learn about the Philippine political system, governance, and the importance of active participation in
democratic processes.

Values Education: "Makabayan" promotes values education, emphasizing moral and ethical development.
Students are encouraged to uphold principles such as respect, honesty, integrity, and social responsibility.

Environmental Awareness: Environmental education is also a component of "Makabayan." Students learn

about environmental issues, conservation, and sustainable practices to foster a sense of responsibility towards
the environment.

Cultural Appreciation: The curriculum encourages students to appreciate and respect the cultural diversity
within the Philippines. It includes the study of indigenous cultures and traditions, as well as the importance of
cultural sensitivity and inclusivity.

Community Engagement: "Makabayan" encourages students to be actively involved in their communities.

They may participate in community service, outreach programs, and projects that address local issues and
needs.

Critical Thinking and Problem-Solving: The curriculum promotes critical thinking skills by encouraging
students to analyze societal issues, propose solutions, and engage in discussions about pressing national and
global challenges.
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Multilingual Education: In line with the use of Filipino and English as the medium of instruction,
"Makabayan" also promotes the use of regional languages as part of the Philippines' commitment to
multilingual education.

Assessment and Evaluation: Assessment in the "Makabayan" curriculum includes various methods such as
quizzes, projects, group presentations, and reflection papers. Assessment is not limited to knowledge retention
but also evaluates students' ability to apply their learning to real-life situations.

It's important to note that curriculum frameworks and educational programs can evolve over time,
and there may have been developments or changes in the "Makabayan" curriculum since last updated. For the
most current and detailed information about the "Makabayan" curriculum in the Philippines, it is advisable to
consult official sources provided by the Department of Education or other relevant educational authorities in
the country.

Prepared:

Prof. Sheilla L. Maquinad, LPT., MAEd.

COE-Part time Faculty
Asia Technological School of Science and Arts
1506 National Highway, Dila, City of Santa Rosa, Laguna
Tele Fax: (049) 534-5633
Email: asiatechcollegeofeducation@gmail.com
COLLEGE OF EDUCATION