APPROACH,

STRATEGY AND
TECHNIQUES IN
TEACHING
SOCIAL STUDIES
1. APPROACH

2. STRATEGY

3. TECHNIQUE
APPROAC
H -refers to the philosophical
framework of any given subject. It also
pertains to the general operation that a
teacher observes when he teaches a
subject. It includes the various strategies,
techniques and materials to be used; the
principles of teaching related to such
strategies and techniques; and use of
various materials.
Approaches in Teaching Social
Studies (Sibika at
Kultura/Hekasi)

DISCOVERY
APPROACH
-encourage curiosity
-help students understand the structure of the new
information
-design activities that are problem oriented
For Bruner (1961), the purpose of education is not to impart
knowledge, but instead to facilitate a child's thinking and problem-
solving skills which can then be transferred to a range of situations.
Specifically, education should also develop symbolic thinking in
children.
The concept of discovery learning implies that students
construct their own knowledge for themselves (also known as a
constructivist approach).

Three (3) Modes of representation/systems of processing

1.Enactive representation- present through concrete or tangible .
“Action Base”
2.Iconic representation- present through pictures or images/ semi-
The use of the spiral curriculum can aid the process of
discovery learning.
According to Jerome Brunner discovery teaching:

•Is self-rewarding
• Is learning to learn
• Is active participation on the part of the learners
• Is long lasting
The Process
Approach
The main purpose of this approach is to develop various skills among the
pupils. The said skills may be simple or complex.

Simple Complex
Observing Reporting
Classifying Analysing
Listening Outlining
Guessing Summarizing
Using the Taking notes
dictionary Reading and using maps
Reading the Planning
details Debating
Recording Evaluating
Grouping
The purpose of the process approach is to equip the pupils with
the necessary skills they need to solve problems they encounter
in life at present or in the future. For instance, you wish the
pupils to survey the problems confronting their immediate
community/ barangay. In this connection , they may be
organized into groups with four or five members each. Each
group will select their leader and secretary. Then they will to
answer the problem. This is the group dynamics in action. When
this is observed, many simple and complex skills are developed.
INQUIRY
APPROAC
H
 -An act of asking information
- any process that has the aim of augmenting knowledge,
resolving doubt, or solving a problem.
-it is an approach to learning that involves a process of exploring
the natural or material world that leads to asking questions and
making discoveries in the search for new understandings.

The sole purpose of this approach is to develop the learners

interest in inquiring or asking questions about a given material,
situation, or subject matter being studied. In this manner, their
critical thinking is given a chance to be manifested.
Benefits:
1. It teaches problem-solving, critical thinking skills, and
disciplinary content
2.It promotes the transfer of concepts to new problem
questions
3.It teaches students how to learn and builds self-directed
learning skills
4.It develops student ownership of their inquiry and enhances
student interest in the subject matter.
 The
Integrated
Approach
There are many issues surrounding the environment of the learners. These issues
should be include in the lessons under Social Studies (Sibika at Kultura/ Hekasi).
Studying such issues as environmental, family planning, drug abuse, pollution,
justice, peace, proper sanitation, human rights abuse, conservation, green
revolution and others will enable the pupils to understand better the place they
live in and the role they play in the society.

For example, the lesson about Dr. Jose Rizal and what he did to our country.
After the lesson the following questions may be asked:

1.What character traits did Rizal manifest?

2.If you were Rizal, would you be willing to die for your country? Why?
3.Do you agree that Rizal should be our national hero?
4.Should we emulate Rizal? Why?

Integration
The Value
Clarificatio
n
Approach
The purpose of this approach is to clarify the value chosen by the
learner. For instance, he should tell why he should join a
cleanliness campaign in the community. The advantages and
disadvantages of such undertaking should be properly explained. A
pupil should not be criticized for choosing a negative value.
Instead, the teacher should try his best to redirect his value toward
the positive through skilful teaching.
 The
Interdisciplinary
/
Multidisciplinary
Approach
Teachers should not limit student’s learning’s in Social Studies
(Sibika at Kultura/HEKASI) alone. They should relate their subject
matter to other disciplines like science, math, music, art and other
areas. By doing this, they appeal to the various interests of the
different pupils inside the classroom.

Example:
1.Is it healthful to have one toilet for a family of 15 members? Why?
(A health –oriented question)

2.Who among the artists you know practices family planning? Who
doesn’t? ( A personality-oriented question)

3.Do you know of a song or poem related to family planning? ( A

humanities-oriented question)
 The
Mastery
Learning
Approach
This approach calls for setting up the desired performance level of
success of the pupils being taught by the teacher when evaluating
learning or when doing activities to answer the problems posed to
them. Bright students may have the 80% up to 90% of success.
Average pupils may give 65% to 75%, but poor pupils may go as low
as 50% to 60%.

The Teacher sets the performance or standard level of success for

his class based on their mental ability in general. This approach is
designed to make the pupils master the basic minimum learning
competencies. They are expected to attain these competencies at
the end of the school year.
 The
Conceptu
al
Approach
The purpose of this approach is to make the pupils learn
how to get and identify facts and information. From
these, they will identify the concepts and sub concepts.
Under each concept and sub concept, one
generalization will be arrived at based on the sub
generalizations.
Strategy comes from the Greek word “strategos” indicating a person who
is a general in war whose main function is to devise war plans or steps to
enable him to accomplish his goal of winning the war. It can be used
interchangeably with method, because the concept consists of steps to be
followed so that our objective may be realized. Strategy or method,
therefore, is procedural because it consist of steps or procedures to be
observed by a teacher.
A. Expository B. Enabling
Strategy Strategy
 Expository Strategy

In this strategy , the teacher is the information giver. He gives all

the information needed by the pupils, after which, he gives an
evaluation or a test. It is advantageous if one considers the
amount of knowledge given to the learners. It is disadvantage
rest on the fact that the pupils lose their creativity.
 Enabling Strategy

This is the opposite of the expository. Here the pupils look for the
answers themselves to the problems/questions formulated by
them also. The teacher acts as guide or facilitator of learning. Its
disadvantage is that it is time consuming. However, it’s greatest
asset is that it develops creativity and independence on the part
of the learner. Thus, its advantage far offsets its disadvantage. A
teacher may use both the enabling and expository strategies.
 UNIT
METHOD

Also known as the problem-solving method. It is also inductive in nature.

Raising questions
Classifying questions
Grouping
Gathering information
Presentation of gathered information
Culminating Activity
Evaluation
 Field
Trip
It is an out-of-the-classroom activity where the pupils observe and study things in
their natural setting. It is an effective method because it makes use of all the senses
of the learner.

Some places where a field trip can be done are:

1. Historical places
2. Beautiful Spots
3. Congress, courts
4. Factories
5. Churches
6. Municipal or city halls
7.Various landforms
8. Museums
 Deductive
Method

From the known to the unknown. General to specific

It steps are:

1.Statement of generalization/theory/principle
2.Explanation of said generalization
3.Application
4.Evaluation
 Lecture

Method

To be used in explaining difficult topics.

Its steps are:
1.Preparation
2.Delivery
3.Summary
4.Evaluation
 Project
Method

It could be any of the following:

a. Enjoyment project- such as being member of a club/drama groups
b. Construction or making an instrument, apparatus or visual aids
(maps, flags, charts, graphs, posters etc.)
c. Research Project
steps:
• purposing
• planning
•executing
•judging
 Tri-
Question
Method

To be used in conducting current events lessons.

Examples:
• What happened?
• Why did it happen?
• What might be the consequences?
 Role playing
and Socio
drama

Steps:

•Setting the climate

• Selecting the players
• Preparing the audiences
• Enactment
• Discussing and evaluating
• Re-enactment
• Sharing experiences
• Generalization
 Moral
Dilemma
Method

To be used in conducting lessons involving personal and societal problems

of pupils.

1.Presenting the dilemma or problem through any of the following:

• story
• set of questions
2. Diving an action
3. Group discussion
4. Class discussion
5. Value testing
6 Closing the discussion
 Debate

To be used in presenting controversial issues

Steps:
•Selection of topic
•Selection of participants
•Organization of answers
•Debate presentation
•Evaluation through review and analysis
 Modular
Method

Modules are teaching materials to be learned in graded

steps of difficulty in such a manner that the presentation in
the efficient rate of understanding and retention among the
learners. It was developed by Pressy, Skinner, and Crowder
 Reportin
g

To be done by the learner after he has

gathered facts and information about
certain questions or problems.
 Discussion
Method

It is one of the common methods used by teachers. It is used to

assess pupil’s understanding of the topic being studied. In using this
method, everyone is given a chance to participate in the discussion.
Likewise, each pupil is free to take sides or present his own
argument freely.

It can be in the forms of:

1.Small Group Discussion
This is often called “spread-of-opinion” strategy wherein pupils tackle an
issue so that each may talk freely about it.

2.Big Group discussion

The whole class involved. It uses the “question and answer” method.
Questions are directed to all members of the class and pupils are given a
chance to give their response freely.
Seminar/Conference

This may be conducted for all pupils of the school so that they may be able
to listen to a lecturer who will tackle a certain issue or topic of great value of
all.
 Participatory
Method

It is used to make the learners observe actual happenings for self-

fulfillment and learning through direct experience

It could be:
•Indirect Participation like being in the sidewalk watching a parade
•Direct participation like being a participant in a parade, planting trees,
giving help to the poor and others.
 Oral
History
Method

Pupils in the higher grades should be trained to get

historical facts from the senior citizens of the community.

Examples:
• Information gathered are the naming of their
barrio/town/provinces etc.
• Origin of the people in the community
• Past officials of the town
• Significant events that took place in the community
 Survey
Method

Many kinds of information can be gathered through survey

in which pupils in the higher grades can be trained to do
much activity. For instance, through a survey using interview
and questionnaire, pupils may learn the problems of their
community; the attitudes of the people about certain issues;
the needs of lowly people; and others.
 Demonstration
Method

This teacher-oriented. For example, he demonstrates to the

pupils the proper ways of locating places on the map/globe;
use of binoculars; how to make maps using paper mache ;
making various types of charts and graphs and others. Pupils
may also do these demonstrations but they should be
coached by the teacher.
 Semantic
Webbing
Method

Pupils can be trained to web important

concepts properly. After taking up a certain
unit, the learners may show their creativity by
webbing the concepts they have learned.
SEMANTIC WEB
 Chronological
Method

This refers to the teaching of history by era-

from pre-Spanish period up to the present.
 Area or
Regional
Method

The different parts of the country are taught by

area or by region so that mastery is achieved.
 Simple
Valuing
Method

1.The use of incomplete Sentences

•Motivation
Ex. For me, democracy is_________
•Evaluating the lesson learned
Ex. Today, I learned that_______
After the lesson/discussion, I realized that ______
2.Giving a Title
to any of the following and asking the pupils their reasons for their choices
•picture
•A paragraph read
• A new/story read
3.Rank Order
Some problems can be ranked by pupils using small group discussion
Ex. The following are the problems of the country today. Rank them from the
greatest problem to the least based on your perception.
_____a. Energy
_____b. Peace and order
_____c. Graft and Corruption
_____d. Economic Problem

4.Value Voting
The teacher reads aloud a question which begins with “How many of you think
that our government is good for the people?”
After the question is read the pupils take a position by show of hands. For the
AFFIRMATIVE, pupils raise their hands; for UNDECIDED they fold their arms; for
those who pass, they simply take no action at all. Then they are grouped together,
they discuss their stand, and present their answer to the class through a leader or
secretary.
5.Reacting Statements Given by a Person
Pupils may be asked to react to pronouncements given by known or unknown
persons.
Example:
According to Ninoy Aquino, the Filipinos are worth dying for- what do you think?
According to one official, raping should not be considered a heinous crime.- what
do you think?

6.Values Continuum
This is used to evaluate some issues or current happenings, using a scale. Scales to
be used could be from 1-5; 0-10 or 1-100.
Example:
Using a scale of 0-10, where is 0 is” very poor” and 10 is “Outstanding”, how do
you rate the economic conditions of the Philippines today? Why?

7.Film/Filmstrip/Transparency/T.v Showing
This is one of the most effective methods use because it considers all the senses of
the pupils; this is especially true of films.
Technique on the other hand, is stylistic or personalistic. It is a
manner by which a teacher does a particular step of a lesson.
Thus, in motivating a lesson, one teacher may be lively, another
one may be formal; another one may use a picture; another
teacher may just verbalize; and so on.

Some situations where a teacher may show his good techniques:

•Manner of talking to the class
• Manner of standing before the class
• Passing books/papers
• Manner by which the pupils enter
the room; also how they go out
• Maintaining discipline
• Structuring the area/room
Activity 1.
1.Differentiate Approach, Strategy, and Technique.
2. Is there any effective Approach and Strategy in Teaching?
3.Describe an effective and efficient teacher?

Activity 2.
Complete the table.

Approach 1.Interactive Discussion 1. Learner-centerd

1.Inquiry Approach 2.
2. 3.

Strategy 1.
2.
3.

Technique 1.
2.
3.