“Instructional Strategies and Activities”

Prepared by:
Allyssa Jade E. Balobal
Jayson Palma
BSED 311
Instructional Strategies and Activities
Explains the nature of social studies strategies in light of social studies content and describes
various ways to plan strategies for instructional purposes
David Pratt (1980) Acknowledge the importance of vary instructional strategies.

A. The Nature of Instructional Strategies

Strategies – Are the means (Techniques, Processes & Procedures) to be used in presenting
content to students in an instructional setting. According to Barth (1990) strategies have been
defined as ways of sequencing or organizing a given selection of techniques.

B. Strategies and Elements of Instruction

Teachers need to keep in mind that the strategies they employ to present the content to students
are often determined materially by the nature of subject matter includes elements of content
(Knowledge-facts concepts, Generalizations, Skills and Values.

The Instructional strategy will vary according to the following elements:

1. The teaching of an element of knowledge (facts and concepts or generalization)
- Examples of strategies (Teaching Techniques) related to development of knowledge
include vocabulary development, word/ label / picture, webbing demonstrations,
cause effect studies, written and oral.
2. The teaching of a skill (the acquisition practice, and refinement) examples of strategies
related to development of skills including demonstration, guided practice, transfer
examples, library research & interviewing techniques.
3. The study or acquisition of an attitude or value
- Example of strategies related to development of value study and acquisition, might
include demonstration of the following objective thinking in the analysis of a
statement, decision making based on a set criteria, simulations of an event which the
outcome is measured on the basis of a moral or ethical standard
 C. Setting & Characteristic Strategies
Describes both the physical and social setting that will be used to facilitate learning through
the instruction strategy.

WHOLE GROUP SETTINGS

Is one which the teachers or the presenters presents content to the entire class at the same time,
whole group strategies tend to reflect a type of a teacher – to- student interaction that is teacher
centered. The teacher tends to serve as a resource that interprets various form of printed material
or provide additional information, typical presentation involves, Lecture, teacher-led discussions
media presentation (Films, films strips, pictures)

LECTURE TECHNIQUE
Teachers understands children weaknesses of extend lectures use a short lecture style interpose
with questioning & pupil assessment. A combination of a short and effective lecture combined
with several other strategy. Occasionally teacher may have reason at same length. But it should
not be a common practice.

QUESTIONING TECHNIQUE
Teachers interpose class discussion with questions and opportunities for students to raise
questions. Student may be answered, often preferably by other class members instead of the
teacher. Aiming to improve thinking skills.

DISCUSSION TECHNIQUE
A discussion should be the most frequently observed activity in social studies classrooms in ideal
classroom. The teacher is not a dispenser of information but a facilitator of a basic learning
process.

LISTENING
Listening is a skill that is seldom explored by the teacher. One half satisfactory discussion is
attentive listening. The teacher is responsible for building listening competencies.

PLAYING THE DEVIL’S ADVOCATE

The teacher plays the devil’s advocate by presenting the least acceptable or a “temperature
raising” solution to an important problem or issue thereby prompt the students to challenge the
solution and to consider and offer alternative solutions.

SMALL GROUP SETTINGS

In small group work in social studies, students are usually required to contribute to the efforts of
the group regardless of their preferences. The student select the associates

COMMITTEES AND COOPERATIVE GROUP

Small group committee attempt to help students learn how to develop the leadership role
necessary to achieve specific goals. Ex. research

BUZZ GROUPS AND DYADS

In the buzz group. The teacher break whole groups into small sets (three to seven members) for
short term discussions. After a few minutes the class resembles and the subgroups reports on the
result of their conversations. While the Dyad, a pair of student assigned a topic or problem
students expected to shape their views.

PANEL GROUPS
Reports can take different forms. The most common is being panels, round tables and debates are
often employed. In such group work in numerous instances comes to include individual and oral
reports.

INDIVIDUAL SETTING
In which content is provided to or by a single student. Included are tasks materials that are
designed by each student.

STUDENT RESEARCH
Classroom reference shelves are important in providing pupils with sources for research and
writing assignments. The school library is a source of information for student research and
reports

TUTORING SESSIONS
Individual work occurs when the teacher schedules conference times during class sessions to
meet students, a private oral book review with the teacher may be none valuable and satisfactory
for both teacher and pupil.

SIMULATED SETTING
Which the teacher presents content through a game or simulation in which historical or social
science events. Issues or problems are enacted in the classroom.

CASE STUDIES
Teacher can pose analytical dilemmas to students to be resolved.

DRAMATICS
Some teachers in history classes, may conclude a unit or end a semester’s work with a large scale
overview simulation that may even involve several classes on in a few cases the entire student
duty.

ROLE PLAYING O SOCIO DRAMA

Role playing is often extemporaneous and for rather short periods of time, includes involvement
of several class member in a real or imaginary episode

PROBLEM SETTING
Which the teacher presents contents to students in the form of predicaments that require inquiry,
issue analysis & decision making

PROBLEM SOLVING
This approach to learning begins when students are taught to recognize problems and to apply
step-by-step examination of the problem.

DECISION MAKING
Is a process applied to question that can be narrowed to choices between alternative possibilities
through process of speculation, examination and prediction.

DISCOVERY
Is a process can be used in which the student identify the relationship involved in a query.

CRITICAL THINKING
Is a process that requires the use of reason and evidence to evaluate an event or a claim.

PROPAGANDA ANALYSIS
Closely related to critical thinking skills is the need for students to understand how influential
forces attempt to gain public acceptance and action without critical thought on public’s part